This study examined the perceived educational barriers and academic and college-going self-efficacy beliefs of a diverse population of high school students. The purpose of this quantitative study was to examine the relationship between learning program and student self-efficacy (both academic and college-going), while also exploring the presence of perceived educational barriers to postsecondary opportunities. Participants completed the Morgan-Jinks Student Efficacy Scale, College-Going Self-Efficacy Scale, and Perceptions of Educational Barriers Scale. Results of this study indicated no statistical significances in academic self-efficacy or perceived educational barriers for students enrolled in different learning programs (general education, special education, English learner, honors and advanced placement, and alternative education). A statistically significant difference was found in the college-going self-efficacy attendance beliefs of EL and honors/advanced placement students. A moderate negative correlation was found between perceived educational barriers and college-going self-efficacy. Student demographic information collected during the study allowed for further analyses and additional findings. Hispanic students were found to have a significantly higher likelihood of perceived educational barriers in comparison with their White peers. Females had significantly higher college-going self-efficacy and perceived educational barriers than their male peers. There was a statistically significant difference in college-going self-efficacy of students that planned to attend college/career training immediately versus waiting a year before enrolling. There was a statistically significant difference in college-going self-efficacy of students whose mother and father did not complete high school compared to those whose parents graduated from high school and/or graduated from college. An item analysis of the College-Going Self-Efficacy Scale and Perceived Educational Barriers Scale revealed statistically significant differences for a number of belief and barrier statements for students of different races/ethnicities. Many of the statements for which statistical significance was found included components related to race/ethnicity. Implications for practice begin with districts assessing current goals, initiatives, and programming related to postsecondary preparation and planning. The College-Going Self-Efficacy Scale and Perceptions of Educational Barriers Scale are informative instruments that should be used by practitioners to build understanding of the factors impacting students as they develop postsecondary plans. Particular attention should be paid to minority students, males, and first generation students. Development of future programming and interventions to increase college-going self-efficacy and/or reduce perceived educational barriers should be an area of focus for school districts and educational researchers. [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.]