Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating, remains largely unchanged. One theory is that some students enter college with less confidence in their ability to be successful, hastening their departure. Faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. This exploratory study quantitatively assessed whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (r[subscript s] = 0.212, n = 70, p = 0.039*), particularly for female students (r[subscript s] = 0.331, n = 35, p = 0.026*) and for those students where neither parent completed a degree higher than high school (r[subscript s] = 0.316, n = 46, p = 0.016*).