The previously addressed research sources collectively viewed have demonstrated the importance of the student voice in the learning and assessment process as well as an educator’s ability to successfully implement a learner centered teaching style. Moreover, Knowles (1980) Theory of Androgogy implies learners working together collaboratively will lead to a higher sense of one’s awareness in his/her own sense of accountability and responsibility. Thus, by balancing creative application of learner-centered techniques, together with teacher-centered instructional techniques in a high school environment, and through the student being allowed to play a more active role in his/her own educational methods and objectives we may be able to impact student academic self-efficacy; in the direct form of positive changes in their future academic goal directed behavior. In addition, the process becomes more meaningful to the learner; thus, allowing for a personal investment in classroom procedures. This empowerment could then lead to positive and successful accomplishments in the adolescent’s post-secondary experiences, lending credibility to the theoretical premise that student-centered facilitation within the classroom leads to a smoother and more significant transition for a high school student entering college life, by positively impacting his/her sense of accountability and responsibility as well as by directly enhancing personal readiness skills to learn. Hence, the participants come away with a stronger sense of academic self-efficacy by improved academic relationships, academic activities and academic reasoning skills.