In this paper we present an initial analysis connecting key elements of Modeling Instruction (MI) to self-efficacy experience opportunities. Previously, we demonstrated that MI has positive effects on self-efficacy when compared with traditional Lecture instruction . We also found a particularly strong positive effect on the social persuasion source of self-efficacy for women in the MI class. Our current study seeks to understand through what mechanisms MI influences self-efficacy. We demonstrate this connection through an in-depth analysis of video chosen to exemplify Modeling techniques used in a problem-solving episode by three female participants enrolled in a MI introductory physics class. We provide a rich and descriptive analysis of the self-efficacy experiences opportunities within this context and discuss how these opportunities provide a potential explanation of how MI influences self-efficacy. © 2012 American Institute of Physics.