Through a single case study and from the interpretive paradigm, the author described a first-grade student’s self-efficacy beliefs about learning English in various English language learning tasks and across school-based and home-based contexts. The student came from China and had been living in a Chinese community in the United States for one year when this study started. Data were collected from interviews, observations, reading and writing think-aloud protocols, and student documents over eight months. Constant comparison method was used to analyze the data during the iterative process of comparing and contrasting themes and concepts. The participant’s self-efficacy beliefs were found to be malleable and task-specific. He reported higher self- efficacy to complete listening and speaking language activities than reading and writing activities. His self- efficacy beliefs were associated with his familiarly with the content area, self-perceptions of English proficiency level, the task difficulty level, interests, attitude toward the English language and the English speaking community, and the social and cultural context. This descriptive study provided some insight into how to understand a young language learner’s perceived self-efficacy.