The goal of the study was to explore the relationships of mathematics self-efficacy to four sources of mathematics self-efficacy. The participants were 127 Black college freshman students. Multiple regression procedures tested for predictors of the two measures of self-efficacy. Students' mathematics self-efficacy was measured using two sub-scales of two different instruments- mathematics course self-efficacy and mathematics self-efficacy for learning and performance. Statistical results indicated that only emotional/physiological state significantly predicted mathematics course self-efficacy and mathematics self-efficacy for learning and performance. The quantitative results were consistent with existing research including Black undergraduates but contrary to Bandura's theory of self-efficacy sources. This study may support educational strategies and interventions designed to improve Black college students' mathematics success.