<p>Specific Learning Disorders (SLD) have been widely associated with lower levels of self-efficacy, particularly in academic and social domains, although to date, no recent systematic evidence has addressed this association comprehensively. This systematic review summarizes cross-sectional, longitudinal and experimental studies exploring the relationship between SLD status and self-efficacy. Five online databases (PsycArticles; PsycInfo; CINAHL Plus with Full Text; MEDLINE; ERIC Keywords) were searched for articles published until 2023. Twenty-four studies included had a cross-sectional design, seven examined the effects of interventions on self-efficacy in subjects with SLD, two studies explored longitudinal associations between SLDs and changes in self-efficacy, and one study examined levels of self-efficacy in one SLD sample across multiple experimental conditions. Most cross-sectional studies included (<i>N</i> = 28) agreed that individuals with SLD have lower self-efficacy than those without SLD. Longitudinal studies suggested the role of SLD status as a predisposing factor for reduced self-efficacy across time, whereas evidence for the efficacy of interventions indicated mixed results concerning self-efficacy beliefs. These findings suggest important clinical implications, highlighting the need to implement interventions aimed at strengthening self-efficacy beliefs in individuals with SLD.</p>