Limited research examines writing tutors' self-efficacy, or how tutors believe "in their abilities to produce given attainments" (Bandura, 2006, p. 307). This qualitative constant comparative study explored self-efficacy's impact on tutoring strategies writing tutors use in recorded digital tutoring conferences with community college tutees at one mid-level community college in New Jersey. It also discovered the extent to which the writing tutors' strategies during these conferences reflected the coded strategies of Instruction, Cognitive Scaffolding, and Motivational Scaffolding categories included in Mackiewicz and Thompson's (2018) Coding Scheme for Tutoring Strategies, expanding the limited research in these areas (Rose & Grauman, 2020; Bleakney & Peterson Pittock, 2019; Powell & Hixson-Bowles, 2018). First, in the Fall 2021 semester, semi-structured interviews were held with writing tutors at the participant school that enabled tutors to address their self-efficacy in their tutoring careers. Transcripts were coded and evaluated using constant comparative method. Then, this study used ex post facto data from recorded tutoring sessions these tutors had later that same semester, with transcripts being coded in line with Mackiewicz and Thompson's (2018) Coding Scheme for Tutoring Strategies. The results of this study showed that the tutors experience their self-efficacy and its impact on their tutoring in ways that speak to the literature. Mackiewicz and Thompson's (2018) Coding Scheme for Tutoring Strategies enabled the researcher to determine how tutors tutor, and provided a language for strategies tutors with varying levels of self-efficacy utilize. [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.]