The purpose of the present study was to develop and validate the College-Going Self Efficacy Scale for High School Students (CSHS). The CSHS is a measure of self-efficacy in completing college-going tasks (i.e. acquiring knowledge of oneself, acquiring knowledge about colleges, exploring colleges, completing college application tasks, acquiring information about financial aid/scholarship monies, receiving support from adults, and understanding potential college barriers) experienced by African American urban high school students. Participants (N = 272) included a local sample of high school students from a Washington, D.C. charter school. All participants resided in the DC metropolitan area within the continental United States at the time of data collection. Data were collected through the use of a paper-based survey containing the CSHS and measures used to assess convergent and discriminant validity. Internal consistency estimates of subscales ranged from .81 to .87. Convergent validity was supported through positive relations of the CSHS subscales with vocational identity and achievement goals. Discriminant validity was not supported, as there was a positive relation between the CSHS subscales and life satisfaction. Directions for future research and the limitations of this study are discussed.