As this action research project progressed, a model emerged in the form of a deductive qualitative questionnaire based on student self reports of specific academic processes within the constantly evolving learner centered approach of education that should identify and promote a student’s academic self-efficacy for college life and beyond (See Appendix A). This data instrument will allow learners to evaluate and thoroughly reflect on their learner-centered experiences, relationships and reasoning processes that should in turn help them implement this approach, in future academic tasks. The questionnaire focuses on three main academic elements as applied through the learner centered model. These are (1) academic experiences/activities, academic relationships, (3) and academic reasoning, as they are directly assessed for positive changes to the participant’s academic self-efficacy, which is used as the dependent variable throughout the questionnaire. This structure of analysis was created after extensive study into Jack Mezirow’s perspective transformation paradigm of learning (1996) and Robert McCall’s (2000) application of this paradigm in his unpublished doctoral dissertation on post-secondary transformative learning theory.