This study examined the development of self-efficacy among third-grade girls in a low-achieving school setting. Self-efficacy is defined as an individual's belief in their capabilities to attain desired outcomes, as described by Schillinger et al. (2021). This belief plays a significant role in influencing academic performance, social interactions, and overall well-being. Understanding how young girls navigate and build their self-efficacy in environments marked by low achievement is vital for creating effective interventions and fostering positive educational outcomes. Girls' self-efficacy development in a low-achieving school was investigated using Bandura's Social Cognitive Theory and Feminist Constructivist Theory. By employing qualitative methodologies, including semi-structured interviews, observations, and document analysis, this study captured the lived experiences. The study examined perceptions and socio-cultural contexts influencing the self-efficacy journeys of young girls. Key findings highlighted the importance of familial support and parental involvement in fostering self-efficacy beliefs among third-grade girls. Research indicates that positive parental encouragement, high expectations from educators, and active engagement in the educational process are essential components that significantly enhance students' self-efficacy in mathematics. Parental encouragement fosters a supportive atmosphere in which children feel confident in their mathematical abilities. When parents express belief in their child's potential and provide consistent support, they contribute to increased motivation and positive attitudes toward learning. Teacher expectations also play a critical role. When educators maintain high expectations and communicate their belief in students' capabilities, it can inspire greater effort and resilience in tackling mathematical challenges. This dynamic encourages students to embrace a growth mindset, viewing difficulties as opportunities for improvement rather than insurmountable obstacles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]