This preliminary research examined the effectiveness of a classroom counseling intervention on student self-efficacy development. Five first-grade classrooms in a rural school with high rates of economic disparity were randomly assigned to either a set of 12 specialized lessons emphasizing self-efficacy or lessons from the existing core curriculum. Teachers completed the Self-Efficacy Teacher Rating Scale (SETRS) for each student as a pretest and 3 months following the classroom intervention. A significant mean score difference posttreatment [F(1, 77) = 19.57, p < 0.05, ?[superscript 2] = 0.209; d= 0.58(CI95= 0.36 - 0.80)] supports the effectiveness of this intervention in improving the self-efficacy of first-grade students.