This research explores solutions and challenges pertaining to a child's development of self-efficacy. After working with fifth grade students in a public education setting, Inoticed an increased reliance on teachers for both creative and procedural directions. This paper explores research of educators who examine the internal and external factors that influence the development of a child's self-efficacy. The study measures the development of self-efficacy over a two-month period, after a Studio Habits of Mind (Hetland, et al., 2013) Checklist and self-regulating strategies have been integrated into the curriculum. Data is collected through the use of pre-and post- metacognitive surveys, the Studio Habits of Mind (Hetland, et al., 2013) Checklist, observations, and post- interviews. The data collected from the pre- and post- metacognitive surveys is inconclusive. The other data collected through student written and verbal statements, conversations, and interviews demonstrates that by creating a classroom environment that incorporates the Studio Habits of Mind (Hetland, et al., 2013) students' self-efficacy can be improved. This study then outlines specific assessment and instructional strategies that can help teachers incorporate the Studio Habits of Mind (Hetland, et al., 2013) into any elementary art program. Appendices include: (1) Student Metacognitive Awareness Inventory; (2) Protocol for Distributing Metacognitive Survey; (3) Teacher Observations of Student Metacognitive Awareness Inventory; (4) Studio Habits of Mind Checklist; (5) Interview Protocol Form; (6) Parental Consent Form for Participation in Research: Media Elementary School; (7) Research Site Support Form: Media Elementary School; (8) Parental Consent Form for Participation in Research: Rose Tree Elementary School; (9) Research Site Support Form: Rose Tree Elementary School; (10) Teacher Consent Form; (11) Unit Plan: Underwater Value Scales; (12) Pre-Planning Reflection Questions; and (13) Reflective Worksheet.