The author explored the self-efficacy in students with low American College Testing (ACT) scores in an experiential learning environment in a private four-year institution of higher education. Prior to this study it was unknown if students with low ACT scores prior to entering higher education reported a change in personal self-efficacy after being educated in an experiential learning environment. The primary research question was: How do students with low ACT scores describe self-efficacy in an experiential learning environment in higher education? The research methodology is basic qualitative, and the researcher used semi-structured interviews with follow-up questions to facilitate the exploratory nature of the study. The theoretical framework was experiential learning theory and self-efficacy theory. The author used a non-probability sampling strategy with a purposive sampling design and frame of a private four-year residential higher education institution. Qualified participants were students with an ACT composite score of 20 or less, a confirmed completion of an experiential level course, age 18 or older by the interview, and confirmed noncontact with the researcher prior to the study. The sample included a cross-section of gender, ethnicity, age, major, and background. The author discovered that low ACT-scoring students are able to excel not only academically, but also by increasing self-confidence, through experiential learning in higher education. However, the researcher found a notable issue in a definitive understanding of what constitutes experiential learning exercises by faculty, administration, and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]