This article describes a project conducted with Year 12 English students. It was based on the model of "Teaching as Inquiry" (Ministry of Education, 2007) and aimed to develop students' self-efficacy in relation to their literature-response essay writing. Self-efficacy was measured using Bandura's (2006) self-efficacy scale and an intervention was put in place. Subsequent to the intervention, the students self-efficacy was measured again using the scale as well as interviews and observations with students. Results indicated that students self-efficacy in response to literature response essay writing had increased. Research has consistently shown a direct correlation between high self-efficacy and achievement (Alderman,2008). This study has confirmed this relationship, and has shown how student self-efficacy can be increased and thus bring about more positive outcomes. (Contains 1 figure and 8 tables.)