Speech-Language Pathology (SLP) students' self-efficacy for discussing journal articles online and using online technologies were examined in this 15-week study. Online discussions of SLP journal articles using Web CT was the educational intervention applied in this study. A mixed methods approach was used. Self- efficacy was assessed using survey instruments in a repeated measures design. Learner perceptions of the intervention were assessed using face-to-face interviews. Twenty-five, first semester SLP graduate students completed the quantitative portion of the study. Five learners participated in the qualitative portion of the study. Significant increases in self-efficacy for discussing journal articles and using online technologies were observed. Learner perceptions of the intervention are discussed along with implications for SLP course and curriculum design.