First-year students enrolling into higher education institutions experience multiple transitions requiring the support of student success programs. Students who enter college undecided about a major face additional hurdles to their success and may experience low academic self-efficacy as a result. A strengths-based approach to assisting these students in selecting a major represents a holistic approach to student success that may be of particular benefit to 1st-year undecided students. This study was an action research project in which I designed a series of three strengths-development workshops for transitioning 1st-year undecided students who were part of the Office of First-Year Experience at California State University, Fullerton (CSUF). The research question that guided my study was: How can I, as a student leadership development coordinator, positively impact undecided 1st-year students' transition to college by implementing a strengths-based intervention that enhances their academic self-efficacy? Using a pretest- posttest comparison group quasi-experimental design, I assessed whether those who participated in these workshops had higher levels of academic self-efficacy and strengths self-efficacy than those who chose not to participate. I also collected feedback from the workshop participants to determine their impression of the workshops and their suggestions for future changes to the workshops. An analysis of covariance indicated there were no significant differences in the posttest scores of those who participated in the workshops (n = 40) compared to those who did not (n = 13), after controlling for their pretest levels of academic self-efficacy and strengths self-efficacy. A paired samples t- test analysis indicated the comparison group had significantly higher pretest levels of academic and strengths self-efficacy, and both groups' self-efficacy increased significantly over the 6-week period of the intervention. Potential reasons for the lack of a significant effect of the workshops included: (1) the nature of the comparison sample and their preexisting high levels of self-efficacy; (2) the fact all 1st-year students at CSUF were coached on their strengths this semester; and (3) the desire for workshop participants to have more practice applying their strengths. Future recommendations include a redesign of the workshop model for an enhanced participant learning experience that includes more time to experience practicing and using their strengths. [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.]