This qualitative study focused on the insights of the participants in order to provide a more significant understanding of how they view their skills and abilities when providing mental health supports as a novice school counselor. A generic qualitative approach was used to answer the following research question, "What are the self-efficacy experiences of addressing students' mental health needs in urban secondary schools for novice school counselors who are not receiving clinical supervision?" The social cognitive theory (SCT) was utilized to explain how the self-efficacy of novice school counselors is determined based on their belief in their ability to succeed in their profession. All 10 participants were required to be novice school counselors currently working in an urban secondary school in the District of Columbia, Maryland, or Northern Virginia (DMV), who addressed the mental health needs of students without receiving clinical supervision. Each participant took part in a semi-structured interview that was transcribed by the researcher using an inductive thematic analysis to organize the data. Findings indicated that a lack of clinical supervision had either a negative impact on the participants' self-efficacy experiences or no impact. However, all participants strongly believe clinical supervision may have a positive influence on their self-efficacy experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]