Self-Efficacy is grounded in Albert Bandura’s Social Learning Theory (1977, 1986) and is the belief that motivation to learn as a student, or acquire new teaching strategies as a teacher, is based on two variables: (1) the belief that one can successfully learn and apply the subject and (2) the belief that there is a positive outcome from the learning. Self-efficacy theory is robust in that it applies to all disciplines and behaviors. To achieve maximum student learning, educators must be attuned to the self-efficacy levels of their students as well as their own levels. Research by Hickman (1993, 2019), DeMoulin (1993), and Ashton (1985) have drawn clear correlations between levels of self-efficacy and student achievement. For faculty, self-efficacy is related to openness in acquiring new strategies, adopting technological innovations, avoiding burnout, and remaining current in their fields (Hickman and Sherman, 2019).