As increasing student achievement levels for all learners continues to drive the focus of education, identifying strategies and opportunities to accomplish this goal becomes progressively more important. This study explored the concepts of self-efficacy, self-efficacy for self-regulated learning, and self-efficacy for academic achievement in conjunction with participation in performance-based music ensembles. The research focused on the potential correlations between ensemble participation and self-efficacy constructs, as they pertained to increases in overall academic achievement. Additionally, the study examined whether academic achievement was affected by the frequency at which an individual participated in performance-based ensembles as well as the difficulty levels associated with particular ensemble groups. Numerous claims have been made suggesting that participation in the Arts leads to academic gains for students. However, upon examination of the available literature, no evidence clearly demonstrates this assertion. Data from this study does show that performance-based ensemble participants tend to exhibit high levels of academic achievement, as demonstrated through self-reported GPA scores. However, defining whether these high levels of achievement are a result of performance-based ensemble participation remains to be seen. Although this study does not validate the claim that participation in performance-based ensembles is a sure path to raising academic achievement, it does demonstrate some of the significant connections between participation in these groups and existing academic trends. While the results of this study are not conclusive, it does produce new questions creating potential avenues for continued research pertaining to the connection between performance-based ensemble participation and heightened levels of academic achievement. By examining some of the prevailing relationships present between perceived efficacy levels, methods for increasing academic achievement, and performance-based ensemble participation, this study attempts to bring to light some of the potential academic benefits for all student learners. [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.]