Self-efficacy in writing is increasingly studied among undergraduates; however, less is specifically known about the variables that are associated with community college students' confidence in their capacity to succeed on writing assignments. In this study, 434 community college students who have completed at least one semester of a freshman composition course were surveyed on their level of self-efficacy in writing, as well as on several demographic and academic variables. Linear regression revealed that students' freshman composition course grade and college GPA were significant predictors. Results have implications for how undergraduate writing instruction can be designed to positively shape students' self-concept as academic writers, which may ultimately help support their continued enrollment in a degree program.