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The research question investigated was, what are the perceived writing self-efficacy beliefs of adult ESL students in a community college environment? The motivation for this capstone originated from ESL students conveying constant negative criticisms about their academic writing capabilities. It assesses students' perceived writing self-efficacy beliefs along with their use of self-regulatory learning strategies for writing and self-evaluation writing processes. Scholarly influences such as Bandura, Zimmerman, Pajares and Schunk have demonstrated that perceived self-efficacy beliefs contribute to academic performance. The research paradigm consisted of a mixed methods synthesis of quantitative and qualitative data collection using an explanatory sequential design. The following themes emerged from results: (1) positive recognition of performance improvement (2) issues with generating ideas (3) using free writing as main writing strategy to complete tasks (4) lack of appropriate plan (5) avoidance of help seeking and feedback (6) overestimation of self-efficacy and (7) affective arousal.