This quantitative, cross-sectional, correlation research study explored the relationships between self-efficacy, social support, and academic achievement among single mothers aged 18 and older attending Mississippi public two-year institutions. A total of 82 single mothers provided data for this study by completing the following research questionnaires: General Self-Efficacy Scale (GSE), Social Support Questionnaire-Short Form (SSQSR), and a researcher designed demographic questionnaire. Pearson's product-moment correlation coefficients (r) and multiple regression analyses were used to analyze the data collected. The self-efficacy theory and the construct of social support provided the theoretical framework for this study. The study results found a significant correlation between self-efficacy, social support, and academic achievement. These results indicated that single mothers with adequate support systems and increased self-motivation reported higher GPA scores than single mothers who reported less supports and lower motivation levels. The study results further revealed that several demographic characteristics (i.e., age, household income, number of children) were also found to have an influence on single mothers' academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]