First-year chemistry classes typically comprise of a mixture of majors and non-majors. Reports in the literature suggest that students have lower self-efficacy for subjects outside their intending major. Here we report on research that examines changes in chemistry students' chemistry self-efficacy throughout their first year of chemistry study at a New Zealand University. Chemistry self-efficacy was measured at three times throughout the year using the self-efficacy component of the "Chemistry Attitudes and Experiences Questionnaire" (CAEQ). Quantitative data were triangulated with qualitative data obtained from interviews of a cohort of 19 students. The research findings provide insights into the chemistry learning tasks that students feel high and low levels of confidence in.