The massive development of technology requires teachers to be able to utilise technology in the learning process. Self-efficacy has been considered as one of the important factors in explaining teachers' confidence in using technology. This study investigated the technological self-efficacy of preservice teachers and its relationship to gender, origin area, and major program. Quantitative research was conducted in Jambi University, Indonesia involving 122 preservice teachers. Descriptive statistics show that preservice teachers are quite confident in utilising technology for the learning process. Mann-Whitney's U test shows that gender is related to preservice teachers' technological self-efficacy, where males have high self-efficacy than females. On the other hand, origin area and major program are not associated with technological self-efficacy. Discussions and implications are further discussed.