Language learning can be a significant challenge to the psyche (Dewaele & MacIntyre, 2014). A language learner who does not immediately “succeed” may become anxious and doubtful about their future prospects. Bandura, who originally coined the term “self-efficacy,” wisely observed that “what people think, believe, and feel affects how they behave” (1986). Decades of educational research on self-efficacy, or an individual’s beliefs in his/her ability to perform a designated task or complete an activity, have shown that students’ self-efficacy more consistently predicts academic performance over and above other motivational constructs (Graham & Weiner, 1996). Recent research has demonstrated the power of self-efficacy in foreign language (FL) learning and its relationship to a variety of key factors including student proficiency, FL achievement, FL anxiety, and language learning strategy use (Graham, 2006, 2007; Hsieh & Kang, 2010; Mills, 2014; Mills et al, 2006, 2007, 2009). This chapter will have a decided pragmatic focus, providing a clear introduction to each of the four factors that contribute to self-efficacy in FL learning and illustrating these with examples from Arabic language programs (Belnap et al, 2015). We will highlight the relevance of models such as the NCSSFL-ACTFL Can-Do Statements (2015) for all ages and levels of learners as an example of how self-efficacy may be measured. We will also present powerful examples of how the appropriate use of task engagement variables such as goal setting, strategy instruction, performance feedback, and models in the classroom may enhance the self-efficacy of Arabic language learners. Through the application of highlighted principles of motivated learning presented in this chapter, we will provide instructors with the tools to empower, motivate, and engage Arabic language learners of all ages.