Enabling programs, also known as Preparatory, Access, Foundational, and Pathway programs, are offered in the Australian higher education sector to assist disadvantaged students to gain the academic capital required for university. These programs address the barriers that often prevent students from pursuing higher education by making academic support available to those who may not meet traditional entry requirements. Students from minority and disadvantaged backgrounds often present with lower levels of academic capital and low belief in their capacity to undertake higher level study. Self-efficacy, or the belief in one's ability to accomplish a task, has been identified as a key factor in determining academic performance and retention. To understand the factors contributing to self-efficacy for Enabling students, this study used existing gender-based data from two previous studies. These studies were analysed using the four sources of information in the development of self-efficacy identified by Bandura: mastery experiences, vicarious experiences, verbal persuasion, and affective states. The study found that the intersection of all four factors contributed to the growth and development of self-efficacy in Enabling students. This highlighted that mastery experiences alone are insufficient and emphasising the importance of educators understanding students' affective states as a critical link to fostering self-efficacy and advancement in other domains.