The purpose of this quantitative study, using a correlation research design, was to investigate the relationship between locus of control and self-efficacy beliefs when accounting for moderating variables (race, gender, and status as a first-generation college student) of students in a Doctor of Education in Leadership program at a private university in the Southern United States. Bandura's self-efficacy theory was the critical theory to drive this quantitative study and sought to explore where doctoral students were with their level of self-efficacy reported through the General Self-Efficacy Scale (GSE) while examining elements of locus of control as reported through Rotter's Locus of Control Scale (LCS) that foster the development of high doctoral student self-efficacy. Additionally, as reported through a demographic survey, the moderating variables (race, gender, and status as a first-generation college student) were addressed and essential in adding to the body of research on doctoral students who successfully earn doctoral degrees. No significant relationships were found between locus of control and self-efficacy beliefs of doctoral student scores on the Locus of Control (LCS) and General Self-Efficacy (GSE) scales; however, strong-to-moderate relationships were found between some of the moderating variables. Future research includes the need to equip Doctor of Education in Leadership program leaders with actionable steps to improve and enhance professional doctoral program designs, including an intentional focus on sources of self-efficacy that will help build doctoral students' self-efficacy to complete doctoral programs through dissertation completion. [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.]