The intent of this study was to examine young children's perceptions of writing self-efficacy (Grades K-1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4-16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers' and researchers' perceptions. The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers', researchers', and children's perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants.