The present study explored the development and initial validation of a measure of doctoral student self-efficacy for students in Health Profession Training (HPT) programs. There is a gap in existing scales that measure the full spectrum of tasks that contribute to doctoral self-efficacy. The scales that do exist focus on broad self-efficacy (Chen et al., 2001) or program specific self-efficacy in one area (Stump et al., 2012; Van Horn & Christman, 2017; Lent et al., 2003). Our purpose was to develop and provide initial norming and validity information for the Self-Efficacy of Applied Doctoral Students (SEADS) Scale. The SEADS was developed following Bandura's Social Cognitive Theory (SCT, Bandura, 1991), William's (2005) article that defines three areas of doctoral self-efficacy (academics, research, and social), and our addition of clinical and DEI factors). The SEADS assesses HPT doctoral student self-efficacy across six domains of graduate school: research skills, clinical skills, peer relationships, advisor relationships, clinical supervisor relationships, and diversity, equity, and inclusion (DEI).From the exploratory analyses of the SEADS, an orthogonal six-factor structure emerged, which accounted for 56% of the total variance. This factor structure was representative of the six domains of HPT doctoral student self-efficacy (Clinical Self-Efficacy, DEI Self-Efficacy, Advisor Relationship Self-Efficacy, Research Self-Efficacy, Peer Relationship Self-Efficacy, and Clinical Supervisor Relationship Self-Efficacy). Cronbach's alpha levels ranged from .916 to .966. Overall, the corresponding factors of the SEADS demonstrated moderate to strong convergent validity with the New General Self-Efficacy Scale (Chen et al., 2001), the Self-Efficacy for Self-Regulated Learning subscale of the Multidimensional Scales of Perceived Self-Efficacy (Bandura, 1989; Bandura, 2006), a brief version of the Self-Efficacy in Research Measure (Phillips & Russell, 1994; Kahn & Scott, 1997), the Physical Therapist Self-Efficacy scale (Venskus & Craig 2017), and the Openness to Diversity Scale (Pascarella et al., 1996).The SEADS also demonstrated appropriate divergent validity with the Social Desirability Scale-17 (Stober, 2001).Limitations of the SEADS include the length of the measure, positive skew of the data, and the majority of participants identifying as White, heterosexual, cisgender women and enrolled in doctoral programs in psychology, physical therapy, and occupational therapy. When further norming is completed, the SEADS will be a useful tool for measuring and intervening within specific domains of HPT doctoral student self-efficacy. [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.]