Academic self-efficacy is often construed as specific: task-specific, course-specific, or domain-specific. One much used course-specific scale is the self-efficacy scale of the Motivated Strategies for Leaning Questionnaire. Previous research in the Danish university context has shown that this scale, with a modified response scale, consisted of two separate course and activity-specific scales: the Specific Academic Learning Self-Efficacy scale (SAL-SE) and the Specific Academic Exam Self-Efficacy scale (SAE-SE). The SAL-SE and the SAE-SE scales were previously found to fit Rasch models and have excellent reliability, and the results have been replicated. The aim of this study was to translate the SAL-SE and SAE-SE scales to Spanish and to conduct a first validity study of these in the Spanish university context. We collected data to obtain a student sample comparable to those used in the Danish studies; psychology students in four different courses, and we used Rasch models for analyses. Results showed the Spanish scales to be separate scales, but with less optimal measurement properties than the Danish versions; both scales contained locally dependent items, one item in the SAL-SE scale functioned differentially relative to course attended, one SAE-SE item was eliminated, and another functioned differentially relative to gender. Reliabilities ranged from 0.76 to 0.84 for student subgroups.