Low persistence and degree completion rates are of paramount concern for higher education researchers, policymakers, and practitioners. There is some evidence that students’ success in higher education is partially a function of their self-efficacy beliefs, but little is known about how campus environments shape academic self-efficacy. This study aimed to understand the relationship between culturally engaging campus environments and four-year college students’ academic self-efficacy. Authors used regression analysis techniques to analyze a sample of 704 college students at a public four-year university on the East Coast. When controlling for demographic variables and self-reported growth in academic self-efficacy during high school, three of the nine indicators of culturally engaging campus environments were directly associated with positive growth in academic self-efficacy during college. A post-hoc analysis shows that several other indicators of culturally engaging campus environments were also indirectly associated with academic self-efficacy. Implications for research and practice are discussed.