Enactive mastery experiences have been identified as the most influential source of self-efficacy beliefs. Yet little is known about enactive mastery experiences, including how such experiences manifest in naturally occurring situations (as opposed to simulated situations). This study draws from semistructured interviews (N = 50) with sex educators working in public secondary schools throughout Indiana to explicate distinct categories of enactive mastery experiences. Three types of enactive mastery experiences—growth, interactive, and endorsed—emerged from the data and are delineated. This formative taxonomy provides detailed targets for those working to foster individuals’ perceived self-efficacy in a variety of contexts, including the health education classroom.