Explored with a causal modeling approach were relationships among (1) student socioeconomic status (SES), (2) students', teachers', and principals' expectations for and attributed responsibility for students' learning, and (3) students' achievement. Participants were 76 principals, 250 teachers, and 5,289 third-grade students included in a sample of 76 public elementary schools in Louisiana. Specifically, four questions were investigated. The first asked if a causal relationship obtained among students' SES, expectations, attribution of responsibility for learning, and achievement. The second asked if a causal relationship obtained among students' SES, teachers' expectations, teachers' attribution of responsibility for learning, and students' achievement. The third asked if a causal relationship obtained among students' SES, principals' expectations, principals' attributions of responsibility for learning, and students' achievement. The fourth question asked if the strength of relationships varied depending on whether they were in the student, teacher, or principal model. The linear structural relations (LISREL) computer program was used for analysis of the data. Findings suggested that even though student SES was a strong predictor of achievement, variations existed in students', teachers', and principals' perceptions of expectations and attributions of responsilbility which affect student achievement. (Author/RH)