Although women account for more than 50% of the college degrees awarded nationally, The College of Idaho has had a challenge retaining female students. There are any number of reasons for women's struggle to persist at the college, but one of the most basic may be a matter of self-efficacy. This mixed methods study used a combination of School-Related Beliefs and Educational Beliefs surveys as well as personal interviews with female students to explore how academic self-efficacy develops during college. Survey results showed that female students gained greater confidence in their ability to complete academic tasks during college. Interview participants cited feedback, professor interaction, and time management as major factors in their academic success. Based on the research data, the researcher provides six recommendations to the faculty and staff of the college to help female students achieve greater academic self-efficacy: (a) assess course levels for appropriate workload and professor interaction and feedback; (b) provide timely, detailed feedback on assignments; (c) increase interactions between students and academic advisors; (d) treat each student as though he or she is important; (e) use student mistakes as teachable moments; and (f) mentor a generation of mentors. [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.]