This sequential mixed methods study explored the role self-efficacy plays in students’ persistence to graduating high school. Framed within social cognitive theory, data collection included a self-efficacy scale, open-ended survey questions, and personal interviews. Data analysis consisted of descriptive statistics, comparative means of quartiles, and constant comparative methods for qualitative data. Findings were supported by the literature on selfefficacy and showed a relationship between student self-efficacy and locus of control, as well as increased academic persistence in high self-efficacy students. The higher self-efficacy quartiles of students were also found to have enhanced problem-solving skills to overcome obstacles affecting their ability to persist in school. No significant correlations were found between selfefficacy and grades or standardized assessment scores. Implications for practice in school settings are discussed.