Given the success of self-efficacy theory for predicting student success in scientific study, and the demonstrated effect that teaching approaches have on student self-efficacy in majors courses, the purpose of this study is to ask if similar relationships between pedagogy and self-efficacy exist in introductory science courses for non-physical science majors. In particular, this study proposes to identify which, if any, teaching approaches affect student self-efficacy in physics, and to identify the sources of efficacy through which those pedagogies have their effect. An additional goal of the study is to probe the relationship among teaching approaches, course climate, and student confidence. A three-part student survey instrument was developed to gather information about the course, physics self-efficacy, and demographics. Demographic information included math background, ACT score, GPA, race/ethnicity, age, sex, and major. Question and answer, collaborative learning, conceptual problems, electronic applications, and inquiry labs were found to make significant, unique contributions to self-efficacy and/or classroom climate.