The purpose of this study was to determine the effects of integrated ACT Prep course on students' English component of the ACT assessment and English III TN Ready assessment with respect to examining students' self-efficacy for the English component of the English component of the ACT assessment. Specifically, this study will examine the effects of how integrated ACT strategies within the English classroom effect student scores and self-efficacy in comparison to a traditional ACT Prep course. One English III teacher and one ACT Prep teacher was involved in this study. Quantitative data from the pre and post ACT and English III TN Ready Assessment were analyzed through descriptive statistics. Pre and post self-efficacy survey were analyzed qualitatively. [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.]