Thesis (Ed.D., Adult & Organizational Learning & Leadership - M.S. & Specialist)--University of Idaho, June 2014 | The following dissertation is a combination of three different pieces of work: An individual study; a group study; and a white paper. Each researcher examined the common topic of self-efficacy. Different perspectives were generated from four different areas of study: Family Consumer Sciences Education, Recreation Management, Health Sciences and Nutrition. Each area addressed their own specific needs. The following individual study examined the differences between freshman through senior Family Consumer Sciences Education students on personal teaching and general teaching self-efficacy. Results showed no significant relationship existed. However, results thou not statistically significant, did provide a baseline measurement of general and personal teaching self-efficacy, along with an insight into the unique characteristics of the participants. The purpose of the group study was to examine general self-efficacy and the relationship between student perceptions of professional preparation and student reported experiential learning opportunities across three experientially based university program areas: Family and Consumer Sciences Education, Recreation Management, and Health Science. The results found a significant moderate positive relationship between student perceptions about their program preparation and students reported experiential learning opportunities. Both research studies demonstrated the students entered the programs with high or moderately high levels of self-efficacy and the rigors of higher education did not diminish student self-efficacy. Possible reasons include age, church missionary experience, and the university's innovative mission.