Self-efficacy is one’s belief in their own ability to succeed in a particular situation or accomplish a task (Bandura, 1977). Previous research has shown that the effort one puts into achieving goals, coping abilities, and behavior in the face of opposition are all heavily influenced by efficacy beliefs. Self reflection and knowledge of inner feelings, areas in which one excel, areas in which one do poorly, and areas in which one need to improve aid in the establishment of goals (Bandura, 1977 & Cervone, 2004). Inner feelings are bound to occur when one make sense of what one can and cannot do, thus these emotional entities are important to make sense of who we are and aid in self-efficacy. Research has shown that while both negative and positive emotions increase in prevalence during a single moment, emotional experience becomes more stable with aging (Carstensen, 2011). Theories of adult development argues that there are individual differences and variability in emotional development (Carstensen, 2011 & Erikson, 1950). This present study assess the emotional development of participants, through means of scales and narratives, and determines if there is a correlation between a participant’s emotional development and self-efficacy, through self-reflection of their perceived strengths and weaknesses in both an interpersonal and academic setting. The hypothesis, If there is an increase in emotional awareness in an individual, then said individual will have an increase in self-efficacy because the individual’s strengths and weaknesses can be identified through self-reflection, was put to test and the results proved the hypothesis true; there is a positive correlation between emotional awareness and self-efficacy. This study provided the foundation for future studies to expand upon the relationship between emotional awareness and self-efficacy, and potentially help in counseling sessions with college students so that one's emotional development is taken into consideration.