The purpose of this quantitative study was to help inform a gap in literature with providing understanding to how an andragogical-based law enforcement basic training curriculum impacts the self-efficacy beliefs of community policing practices among police recruits in Kansas. While police recruits based on their status of being at the beginning or at the conclusion of their basic training program, further levels of police recruits were explored: agency type, military service, basic training experience, and group conflict status. This study’s findings supported the previous research advocation for switching to an andragogical model. Specifically, the overall finding suggests an andragogical-model may increase problem-solving skills among police recruits. This was notable among the conflict status variable, which reflects the precept of diversity being shared and experienced among the police recruits within their autonomy may positively impact the learning environment. A notable finding of this study included many of the police recruits who identified with an underrepresented identity did not find a social psychological conflict within their identity of being a police officer. The limitation of this study focuses on being a baseline of understanding the impact of andragogy on the basic training environment and it is hoped to precipitate future research opportunities.