This study examined a psychosocial mechanism of how general self-efficacy interacts with other key factors and influences degree aspiration for students enrolled in an urban diverse community college. Using general self-efficacy scales, the authors hypothesized the General Self-efficacy model for Community College students (the GSE-CC model). A Confirmatory factor analysis was used to establish a measurement model in which three general self-efficacies were confirmed along with other latent factors (e.g., social capital, transfer capital, etc.). The GSE-CC model was then tested and finalized via structural equation modeling (SEM) techniques. The results showed that general self-efficacy significantly impacted the degree aspiration both directly and indirectly. In addition, general self-efficacy may serve as a bridge between social capital and transfer capital for community college students. Based on the findings, community college practitioners can generate practical implications to promote positive general self-efficacy among students. Further studies were encouraged to adopt/modify the GSE-CC model and test it across different student groups.