Abstract: Bandura’s self-efficacy theory (1977) notes that self-efficacy determines how much time and effort students will put toward their work, meaning higher self-efficacy could lead to students working harder on their coursework. In this presentation, I examine the intersection between an actor-oriented perspective of transfer (Lobato, 2012) and Bandura’s self-efficacy theory. I then discuss the idea of actor-oriented transfer of self-efficacy, which emphasizes using actor-oriented transfer methods to better understand how students’ mathematics self-efficacy levels change and what are sources of those changes. I will conclude with future work planned to use these ideas to study student's mathematics self-efficacy levels relating to proving.