A study examined differences in writing self-efficacy beliefs among high- and low-apprehensive writers. The Daly-Miller (1975a) Writing Apprehension Test was administered to 43 developmental writers in 3 freshman composition classes. Students scoring plus or minus one standard deviation from the mean for that population were selected for further study. Content analysis of writing samples identified categories students perceived as influencing their writing confidence. Finally, interviews were conducted among five high- and five low-apprehensive writers to compare writing self-efficacy beliefs and previous experiences of the two groups. Results indicated clear differences in prior writing experiences between these two groups. Findings revealed support for social cognitive theory which suggests a relationship between self-efficacy and performance. It is suggested that teachers combat students' negative self-efficacy beliefs about writing by demonstrating through words and actions the belief that students are capable of being successful writers. For example, teachers should set attainable goals and allow experimentation without evaluation. Teachers should try to create an instructional classroom climate in which students' development as writers can occur. (Contains 1 table of data and 27 references.) (Author/CR)