Previous studies have demonstrated that student self-efficacy, or the belief that one can reach their goals, is a critical predictor for student success. Self-efficacy can be tied to undergraduate outcomes such as persistence in the major (particularly in science, technology, engineering, and mathematics disciplines) and time to graduation. Note that self-efficacy is not a static measure of perceived competence; rather, it is sensitive to student experience, family, social, and educational environments. In particular, the shift from high school to college or changing from a community college to a four-year institution represent a substantial academic and social transition period. This intermediate phase has a large influence on student self efficacy and early academic success, particularly for new transfer students, who tend to perform worse than their "traditional" entry counterparts. However, limited research exists with regards to changes in self-efficacy over time in college settings. This study evaluates the evolution in self-efficacy of a new incoming class of meteorology majors (N=13 participants) at a large research intensive university in the southeastern US, along with its relationship to academic performance in first-year courses. Regularly administered surveys were conducted using the Beliefs in Educational Success Test assessment to quantify students' self-reported self-efficacy at multiple points throughout the first two semesters on campus. This presentation will describe general trends in self-efficacy and its sensitivity to student demographics and specific courses. Most notably, reported levels of self-efficacy were dependent on the nature of the academic activity in question. Additionally, preliminary analysis indicates that students showed overall improvement to self-efficacy over time in regards to future courses and interacting with faculty, while showing diminished self-efficacy over time relating to individual assignments and collaborative work with their peers.