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This capstone explores the affect of self-efficacy in reading in fourth-and-fifth grade ESL students. The participants were nine fourth-grade and ten fifth-grade students. The Reader Self-Perception Scale (Henk & Melnick, 1995), a survey designed to measure self-efficacy beliefs in reading in upper elementary aged students, was administered. Students participated in focus group sessions and discussed beliefs about reading. The data were examined and revealed students feel they are good readers, are making progress in reading regardless of reading levels, feel unsure about the feedback received from peers and teachers but feel strongly supported by their family members. Students in both grade levels are able to define good readers and tell what good readers do. There is a clear shift between the grade levels in how they see themselves compared with peers and how they engage in the act of reading.