This study focuses on the self-efficacy of higher education professionals within a state in the southeastern United States and uses a sequential explanatory mixed methods design. The purpose of the quantitative phase was to determine if Generalized Self-Efficacy (GSE) was related to participation in a Strengths-Based Development (SBD) intervention. The quasi-experimental design utilized an experimental group and a control group for comparison. Quantitative analysis determined that the independent variables (race, gender, institution type, leadership level, or occupational area) had no significant predictive relationship to change in GSE. Despite this, paired-samples t tests indicated a significant change from GSE pretest to posttest across groups. The study maximized the use of a follow-up qualitative phase to understand why this correlation existed and to more deeply understand the experiences that influenced the development of self-efficacy. Qualitative analysis provided support for Bandura’s Origins of Self-Efficacy and offered two additional themes that emerged to explain how self-efficacy is developed within individuals. The participants indicated that they adapted personal strategies for developing self-efficacy including utilizing their faith, breaking things down into small steps, and possessing a positive attitude. Participants also articulated that their self-efficacy was built through their Resilience Through Surviving tough circumstances. Finally, participants articulated the belief that SBD increased their self-awareness and caused changes in their perception of strengths and their behaviors. The findings of this mixed-methods study supported the use of SBD within institutions of higher education because of its influence on the self-efficacy of participants which increased self-awareness and changes in perceptions and behaviors. Suggested areas of future research include understanding if increases in GSE are sustained after extended periods of time and if increased GSE scores have other positive results, such as career success, career longevity, happiness, and supervisory satisfaction within the higher education environment. Institutions of higher education should embrace and invest in SBD because it can have a positive influence on the self-efficacy of participants. Leaders and supervisors can build self-efficacy in others through recognizing the success of others (Positive Experiences), allowing themselves to be models for others as well as encouraging mentors within the organization (Social Modeling), offering timely feedback and encouragement to others (Social Persuasions), and coaching participants to rebound and persist through challenges, while celebrating those who were able to overcome challenges (Physiological State). For SBD to be most beneficial, it needs to be incorporated into the regular business and communication of the organization. For example, organizations may assist supervisors and employees in learning and investing in the strengths of others by making it part of regular meeting agendas, professional development and orientation opportunities, and employee evaluations. Supervisors may utilize team mapping and complimentary partnerships in establishing project teams and committee structures.