Numerous studies examine the relationship between self-efficacy and positive outcomes for postsecondary students. Collectively they echo that self-efficacy is an essential component to positive outcomes. Relatively few studies focused on students with disabilities majoring in STEM fields. Twenty postsecondary students with disabilities participated in focus groups organized around Bandura's key factors leading to self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological reaction. By pairing participant-response devices, commonly known as "clickers," with traditional qualitative methods, students provided their individual perspectives as well as reacted to collective responses. Several cross-cutting themes emerged from the study. Instructors set the tone for learning and consequently highly influence confidence, motivation, anxiety and stress, and ultimately success. Applied learning is important, especially in team settings. A student's sense of self influences his or her perceptions of self-efficacy. The results offer insight into designing support services and measuring self-efficacy with this population. (Contains 1 table and 1 figure.)