The study presents insight into the self-efficacy of students scoring below proficiency on their state-mandated assessments when participating in various teaching pedagogies. Self-efficacy is often lacking among students scoring below proficiency due to burnout or a lack of desire to excel from not engaging in academic success (Usher et al., 2019). With the rising emphasis on academic achievement scores, educational systems are shifting to a procedural-based structure to accommodate this focus. The two teaching methodologies explored in this study were procedural and conceptual-based learning. The teacher-led procedural instructional style often utilizes worksheets, independent assignments, or textbooks. Conceptual-based learning anchors on student-led instruction that is collaborative, apply real-world scenarios and is exploratory. The research began with identifying the participants of students who were not proficient on their third and fourth-grade state-mandated assessments and did not qualify for special education services. Three data sources provided a holistic perspective of these students: classroom observations, interviews, and reflective writings. Data collections were conducted sequentially to ensure discussion did not sway the participants' classroom behavior. The results displayed those students had vastly different self-efficacy when participating in procedural and conceptual lessons. All three data sources supported the students' self-efficacy when participating the conceptual-based learning. The small sample size and the COVID-19 pandemic could limit the design. These results hope to bring awareness to educational stakeholders of the students' self-efficacy and strategies to enhance academic performance. Future research may investigate the self-efficacy differences between students who score proficient and those that do not. [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.]