The intent of this study was to examine three high impact instructional strategies and determine their impact on self-efficacy in writing in fourth-grade and fifth-grade classrooms. Goal setting, goal tracking, and celebration of success are instructional strategies that are widely used with various capacities in the classroom. These strategies have been researched to reveal their high impact. They have also been researched in connection to student self-efficacy. Goal setting and self-efficacy have been connected through student achievement, perception, motivation, engagement, and many other facets of instruction. Goal tracking has received recent attention, but far less emphasis than goal setting. Celebration of success has received less attention still. As these three strategies have been married together through the research in varied contents, this study sought to determine their impact on self-efficacy in writing when utilized simultaneously through the writing process. [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.]