Self-efficacy is a personal belief in one's ability to accomplish particular tasks. Academic self-efficacy relates to one's belief in ability to accomplish learning activities. A convenient cluster sample (n = 105) of undergraduate students at a regional university in the midsouth was administered a survey that measured student academic self-efficacy and other student characteristics. This sample's SELF-A scores were nearly a standard deviation below the original sample. Freshman were more likely than sophomores or seniors to say they could not motivate themselves to keep good notes during a boring lecture, could not motivate themselves to do well on tests in which they felt depressed, and could not motivate themselves to study for an exam early enough to prevent cramming. A/B students were more likely to report keeping up with studying despite personal conflicts. Educators should structure instruction in ways that support development of increasing higher levels of self-efficacy to promote student belief of academic abilities.