Self-efficacy (Bandura, 1986) can affect motivation in performing motor skills (Hebert et al., 2000; Chase, 2001). The SNAG (start new at golf) instructional system is a combination of modified golf equipment, instructional tools, and curriculum designed to help students practice with high success rates while developing golf skills and can be used in gyms and outdoor practice facilities available in most schools. The curriculum utilizes progressive tasks, cues, and terminology to teach the full swing, pitch, chip and putting skills. The purpose of this investigation was to determine the effect of the SNAG instructional system on self-efficacy in golf skills. Eighteen college students (14 males, 4 females) enrolled in a beginning golf class participated in 12 instructional sessions. The first six sessions utilized SNAG equipment and lesson plans in a gym and outdoor multi-purpose practice fields, then switched to using traditional golf equipment, methods, and practice facilities for the final six sessions. Each participant completed a self-efficacy instrument at the beginning and end of both SNAG and traditional instruction. The instrument included 22 items divided into four sub-scales for the full swing, pitch, chip, and putt. Chronbach’s alpha values met acceptable levels for all items combined and for each sub-scale, allowing combination of items into the cumulative scale and sub-scales. Repeated measures ANOVA indicated significant differences in self-efficacy for cumulative skills (all 22 items) (F=6.18, p=.01), full swing (F=10.23, p=.002), pitch (F=13.11, p=.001), chip (F=10.79, p=.001), and putt (F=10.93, p=.001). Post hoc comparisons indicated that self-efficacy significantly increased for cumulative skills and all sub-scales after SNAG instruction and remained significantly higher than initial self-efficacy throughout the traditional section of the class. Self-efficacy did not significantly change for the full swing, pitch, chip or cumulative skills when the class changed to using traditional equipment. However there was a significant decrease in putting self-efficacy when switching to using traditional equipment. The results of this study indicate that the SNAG instructional system is effective in increasing golf self-efficacy in college students and that the increased self-efficacy accompanies a switch to using traditional equipment for the full swing, pitching, or chipping skills. Additional research still needs to be done to determine the effectiveness of increased self-efficacy and the SNAG system on golf skill development. Also, since this instructional system would potentially work well in K-12 physical education facilities, future studies should focus on the effectiveness of using this system in K-12 physical education programs.Keyword(s): curriculum development, facilities/equipment, interdisciplinary