This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teaching and assessing SSI, were followed by micro-teachings on selected SSI. At the end of six weeks, significant difference was found between pre and post-modified STEBI scores. Besides, there was a significant difference between pre and post scores on Personal Socio-scientific Issues Teaching Efficacy subscale, while no significant difference is reported on Socio-scientific Issues Teaching Outcome Expectancy subscale. The paper includes some suggestions for inclusion of SSI in science classes and for further studies on teaching efficacy on SSI.