This action research study worked to determine how mastery experience, vicarious learning, and expert role models impacted the engineering self-efficacy of 113 6th grade science students. The students participated in a 3-week unit designing toy cars in small groups with lessons planned to improve their self-efficacy. The students were surveyed before and after the unit to show how their efficacy changed. They also completed an exit ticket to reflect on the unit and were observed as they worked with their peers to document examples of verbal self-efficacy. The study results indicated that the strategies used were successful in improving engineering self-efficacy
