Research has shown that collegiate student-athletes experience stressors that influence their development different from the general college population. Student-athlete development research concludes that constructs such as identity (Yukhymento-Lesocroart, 2013), role conflict (Adler & Adler, 1987; Settles et al., 2002), locus of control (Watson, 2016) impact the academic outcomes and life skills development. However, to date, there is no published research that examines the potential relationships among the different constructs and how they influence overall life skill development for student-athletes. Based on the review of the literature, the purpose of this study was to explore how and to what extent different aspects of student-athlete identity are related to self-efficacy. Additionally, the study aimed to situate the relationship between student-athlete identity and self-efficacy into the context of student-athlete development. More explicitly, the goal of this study is to construct a model that includes the concepts of identity, role conflict, locus of control, and self-efficacy using fit indices of structural equation modeling (SEM). The results revealed that the models have good fit and there are positive and negative associations among variables in models that included identity, role conflict, locus of control, and self-efficacy. The results also have implications for student-athlete behavior, programming efforts from administrators in athletic departments, and anyone who works with collegiate student-athletes. [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.]