The purpose of this qualitative explanatory bounded single case study was to seek to understand how the use of curriculum that is influenced by experiential learning theory and based in scenario-based learning as an instructional methodology in a law enforcement academy influences the self-efficacy and job readiness of peace officers with less than 18 months of experience working in California's Central Valley by engaging with participants who attended different types of law enforcement academies throughout California. The random sample drew from an estimated 1,000 peace officers from five agencies in California's Central Valley, resulting in 12 participants. There is a dearth of research regarding the use of experiential learning theory and scenario-based learning in law enforcement training related to the self-efficacy and job readiness of trainees who attended academies using problem or scenario-based learning compared to those who attended traditional academies. This study built on the self-efficacy aspect of Bandura's social cognitive theory and Kolb's experiential learning theory. The researcher collected data using Schwarzer and Jerusalem's Generalized Self-efficacy Scale, semi-structured interviews, and a focus group interview. The results indicated that law enforcement academy curriculum influenced by experiential learning theory and scenario-based learning does influence the self-efficacy and job readiness of new peace officers. Understanding how curriculum and instructional methods influence the self-efficacy and job readiness of new peace officers allows for greater alignment of learning needs and instructional practices. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]