Retention in higher education has become a focal point for many in higher education institutions in the United States. While many institutions seek out answers, research has given some answers. Tinto (1975) asserted that attrition in higher education results from students' perceptions of their own inability to assimilate into the structure, social and academic culture of the institution, as well as the overarching goals of the institution. The literature supports the premise that academic self-efficacy is one of the strongest predictors of retention among higher education students (Tinto, 2012). Since 2001, the difference in graduation rates between regular students and student athletes has been as high as 4% (Cortez, 2015). What are intercollegiate football student athletes doing that is affording them the ability to graduate at a higher level than the general student population? Do the hyper levels of self-efficacy associated with intercollegiate football student athletes contribute to success in the classroom? The intent of this study was to measure and analyze the self and collective efficacy levels of football intercollegiate student athletes. Four different measurements were used to measure athletic self-efficacy, general self-efficacy, academic self-efficacy, and collective efficacy. The analysis from this study indicates that there is a relationship between the athletic self-efficacy derived from intercollegiate competition and the academic self-efficacy of those student athletes. The outcome of the study can be used to help to develop processes by which academic self-efficacy can be cultivated for all higher education's students outside of the realm of intercollegiate athletics. [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.]