Self-efficacy refers to the person’s belief about his or her own capacity to perform the required behaviors to produce specific and desired outcomes. In other words, self-efficacy is the individual’s judgment about his or her ability to succeed in a particular situation. The main focus of this research is to establish the relationship between tenth graders’ writing self-efficacy beliefs and their actual performance in writing in the English language class. Hence, this investigation studies the extent to which learners who initially indicated low levels of self-efficacy raised their writing self-efficacy beliefs after the implementation of four virtual lessons and four virtual tutorials. Results suggest that the increase in the students’ writing self-efficacy perceptions are the result of continuous learning, practice, and feedback which raised students’ confidence when writing. Nevertheless, the present research does not reveal a directly proportional relationship between writing self-efficacy and students’ performance in writing since those students who showed high levels of efficacy did not reflect it in the writing tasks carried out. This result was obtained after assessing the four tasks with a checklist that I created for each particular activity. In this way, the scores learners had in each production exercise were compared with their responses gotten in the writing self-efficacy scale that students answered before and after the implementation stage.