This qualitative study explored the experiences of former probationary students to understand how their academic self-efficacy was enhanced. For this reason, I drew upon the self-efficacy theoretical framework. Narrative data were generated in interviews with 13 participants of a public research-intensive four-year college located in the northwestern United States. When sharing their experiences of academic probation, participants described how support from friends, family, and the institution played a significant role in their academic attainment and getting out of academic probation. Support, encouragement (social persuasions), and guidance from others (vicarious experiences) emerged as primary sources of self-efficacy information. Further, participants' academic achievements (e.g., good grades on papers, and/or assignments) and changes in their emotional states strengthened their beliefs in their academic capabilities. This study adds to emerging research related to students' experiences when on academic probation by emphasizing their academic self-efficacy enhancement. Findings are substantial in that they offer understandings related to student persistence and retention in higher education.