This qualitative study examined whether or not three different writing strategies affected students’ self-efficacy beliefs and attitudes towards writing assignments. The participants in this study were 9th-grade students in an English 1 classroom in a public high school in Charlotte, North Carolina. The teacher (who also served as the primary researcher) implemented three writing strategies: graphic organizers, student examples, and peer-editing. After completing each writing strategy, the participants completed a four-question open-ended questionnaire that asked the participants if their self-efficacy or attitude improved after completing each strategy and why. The data analysis for this study was centered on three research questions: When the 9th-grade students enter English I, what are their self-efficacy beliefs and attitudes toward writing? How do the writing strategies of modeling, graphic organizers, and peer-editing writing strategies affect my students’ self-efficacy beliefs and attitudes toward writing? Are there identifiable patterns across student demographic groups (e.g., race and gender identification) or student achievement levels in relation to writing strategies and students’ self-efficacy beliefs and attitudes toward writing?