The integration of technologies might have important effects on language education. There is growing evidence that teachers' self-efficacy beliefs intersect to shape teaching behaviors. However, due to the emergence of technology-enhanced instructions in language classrooms, the strength of the relationship between teachers' self-efficacy beliefs and the integration of technology in their teacher developmental programs may be less clear. Therefore, this study was to investigate the relationships between teachers' self-efficacy emotions and attitudes toward the implementation of technologies in EFL pre-service teacher developmental programs. This study surveyed 250 pre-service teachers' concerns on teaching with technology-based instructions and investigated the role of individual differences such as self-efficacy, knowledge, and other demographics in their teacher developmental programs. Structural equation modeling was conducted using data from Chinese pre-service EFL teachers. The results showed that teachers' self-efficacy mediated the relationship between their emotion (joy, pride, love, anger, exhaustion, hopelessness) and their technologies implementation attitudes. The independent variables were significant moderators between age, teaching experience, and self-efficacy. Process-focused self-efficacy as one the sub-scales of the self-efficacy was found to be significantly related to teachers' positive attitudes toward the implementation of technologies in teacher developmental programs, whereas product-focused self-efficacy as the other sub-scale of self-efficacy was not. The findings proposed implications for teacher educators and teacher education programs in modification of curriculums and instructions. They also will prepare teachers for teaching effectively in language classrooms.