This research aimed to find out the correlation between self-efficacy and EFL students’ reading ability. The research was conducted at the Department of English Language Education, Universitas Islam Negeri Ar-Raniry Banda Aceh, involving 60 students in the academic year 2019. The method used in this research was a quantitative method. The data used in this research was from a questionnaire test and the scores of English Education Department students in academic year 2019 on their academic reading class. The data was analyzed by using correlation analysis. The finding showed that there was a significant positive relationship between self-efficacy and EFL students’ reading ability. This indicated that the r value of the Pearson correlation was greater than the r table (0.389 > 0.254) and the degree of significance was 0.05. Based on the significance value of Sig. (2-tailed), there was a correlation between self-efficacy and EFL students’ reading ability as the research hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected because the value of TX was < 0.05 (0.002 < 0.05). The r value (Pearson Correlation) in this analysis was positive, which meant that the relationship between the two variables was positive. If the self-efficacy increased, the students' reading ability would also increase. The implication of the study was that the teacher should assist students in developing their reading self-efficacy by encouraging reading self-efficacy in the classroom.