This observational study tests a survey instrument for measuring translation students’ self-efficacy. A previously designed domain-specific self-efficacy scale is used to monitor the development of students’ self-efficacy in a one-year-long translation company simulation course. With multilevel modelling, the trajectories of domain-specific self-efficacy for project management and translationrelated tasks are contrasted with general self-efficacy. Differing trajectories of general and domainspecific self-efficacy measures illustrate the sensitivity of the domain-specific self-efficacy scale. At the same time, the results point to a need for more granular grades of difficulty in some translationrelated items. In addition, students’ initial levels of general self-efficacy were found to predict initial levels of domain-specific self-efficacy but not the rate of change. Finally, translation company simulation experience was found to be associated with a considerable rise in translation students’ project management self-efficacy, a more moderate rise in translation-related self-efficacy, and a modest rise in general self-efficacy.