This qualitative case study examined the self-efficacy beliefs of three high school principals in economically disadvantaged high schools with consistently high graduation rates for African American males. With the demand on school systems to perform in a politically driven, assessment-based paradigm, there is a need to describe and analyze the specific strategies that principals utilize to ensure academic success for African American males and explain how the belief about their abilities contribute to African American male graduation. To conduct this examination, the researcher analyzed transcripts from semi-structured interviews. The study's findings affirmed that self-efficacy beliefs were considerably influenced by mastery experiences, vicarious experiences, social persuasion, and affective states; each respective of a particular dynamic experience. The findings from this case study added to current knowledge about principal self-efficacy and the need for leadership development programs to include the review of efficacy-developing practices. Studying the self-efficacy beliefs of principals in economically disadvantaged high schools with high African American male graduation rates proved a significant way to learn about how today's schools address the barrier to graduation for African American male students. This study also added to the current knowledge about the influence of leadership on African American male achievement and graduation success. This study has policy and practice implications for districts interested in building the capacity for principal leadership through a strong sense of self-efficacy.