The purpose of this quantitative comparative study was to examine differences in college-level math students' self-efficacy attributable to recent use of virtual reality (VR) learning environments and processes. The theoretical foundation for this study included connectivism, multi-dimensionalism and social cognitive theory, and self-efficacy theory. The study was conducted with a convenience sample of n = 167 students (108 VR learners and 59 NonVR learners). Three research questions asked about differences between the VR and NonVR learners in terms of their self-assessments on the scale and two subscales of the Mathematical Self-Efficacy Survey (MSES). The distinction between having or not having recent experience with VR learning was based on data collected with a question added to the validated survey. The t-test results showed statistically significant advantages of the VR learning group in terms of overall math self-efficacy, t(165) = 2.128, p = 0.017, and of self-efficacy in Math Subjects, t(165)=2.935, p = 0.002. There was not a statistically significant difference in terms of self-efficacy in Math Tasks: t(165) = 1.183, p = 0.119. The findings from this study justify future research and suggest potential for use to boost math self-efficacy in college students. [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.]