The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school. The results supported prior research as students with higher academic self-beliefs also had higher SAT scores, grades, and second-year retention rates. Students with more negative writing and math self-efficacy beliefs were more likely to state that they would desire help with improving those skills. Suggestions for those in college counseling positions to intervene and provide assistance are discussed. (Contains 6 tables.)