The purpose of this study was to investigate the academic self-efficacy beliefs of Mexican-American community college student. The study used a mixed-methods approach to assess academic self-efficacy beliefs, to determine the congruence of academic self-efficacy to academic skills, and to identify the types of experiences that shaped academic self-efficacy beliefs. The sample consisted of 428 Mexican-American students from a southern California community college. Academic self-efficacy beliefs were measured using the SELF-A and analyzed across a number of demographic variables. Congruence of academic self-efficacy beliefs to academic skill was determined by comparing scores on the SELF-A to self-reported academic outcomes. The sources of academic self-efficacy beliefs were explored through data obtained via additional survey items and through interviews conducted with 16 students from the original sample. Findings indicated that positive academic self-efficacy beliefs existed among the sample. Findings were mixed with regard to the level of congruence between academic self-efficacy beliefs and academic skill. The four sources of academic self-efficacy identified in past research applied to the academic self-efficacy beliefs of the students in the sample, but in ways that differed from what past research had suggested with other student populations. Additional sources of academic self-efficacy that were equally influential were identified. Given the poorer academic outcomes of Mexican-American community college students compared to other student populations, the findings of the study were used to propose cost-effective practices and programs intended to improve the academic outcomes of this group.