In the current adult education environment, self-directed learning (SDL) is becoming a necessary learning characteristic and an academic process of learning to allow adult learners to complete programs and further enhance lifelong learning. The purpose of this quantitative study was to examine the relationship between self-efficacy and SDL in adult learners in undergraduate programs at a state college in southeastern United States. Information from undergraduate adult learners on their perceptions of what constitutes the behavioral components (i.e., initiative, control, self-efficacy, and motivation) that promote SDL (Stockdale & Brockett, 2011) was collected. Results could generate curriculum changes in existing programs to allow adult learners to become self-directed learners. In addition, the role of sex, age, and educational accomplishment also were examined. To examine the relationship between learners' self-efficacy and SDL, as measured by the Personal Responsibility Orientation of Self-Direction in Learning Scale (Stockdale & Brockett, 2011), a relational, correlational design was conducted. Results showed a strong and statistically significant relationship between self-efficacy as a learner personality characteristic and SDL. There was a low to negligible association, along with no statistical significance, between the additional variables (age, sex, and educational accomplishment) and SDL addressed in this study. Suggestions for future research include further analysis of SDL and its role in andragogy. [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.]