There is an ever growing interest on self-efficacy in literature since Bandura introduces social cognitive theory. Current studies focus on learning abilities, academic skills, and coping with stress and exam anxiety. Reminding that self-efficacy is a cognitive process and task-specific, there is a scant literature on developing self-efficacy of the students studying music. Hence, this study aims to identify the determinants and consequences of academic self-efficacy of university students studying music by means of a structural equation model. The findings of the study are in compliance with prior studies. However, this study includes mindfulness as a determinant of self-efficacy and motivation for individual instrument class and discusses the interaction. To conclude, researchers and academicians are kindly asked to develop a mindful-based intervention program strengthened with smarter goals to promote self-efficacy and motivation for individual instrument class.