Three studies concerning mathematics courses taught in nontraditional modalities at Chandler-Gilbert Community College (CGCC) during a pandemic provide a glimpse into students' self-efficacy in nontraditional modalities. The first article is a descriptive study related to teaching a hybrid modality algebra course during the pandemic. Best practices literature, instructor's lessons learned, instructor reflections, and student reflections including students' perceptions of the importance of the in-person component of the course to their self-efficacy were examined in this study. The second nonexperimental, quantitative study, examined self-reported self-efficacy beliefs of students in hybrid developmental mathematics courses at CGCC. Specifically, changes in students' mathematics and academic self-efficacy from the beginning and end of the course were examined as well as their self-efficacy as it related to their feelings of choice-perception regarding the hybrid modality. Finally, in a third quasi-experimental, quantitative study, self-efficacy beliefs were examined in asynchronous and synchronous modalities at CGCC. Differences in self-efficacy across the two modality options were examined, as well as changes in self-efficacy from beginning to end of semester in these modalities. Self-efficacy as it related to feelings of preference, perception, and choice-restriction were also analyzed. [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.]