The goals of this study were to (a) examine differences between two age groups of adolescents with and without learning disabilities (LD) in their general and specific self-efficacy beliefs (in history and mathematics), their academic achievement (in history and mathematics), and their loneliness, effort, and hope; and (b) identify predictors of their hopes and future expectations. The sample consisted of 120 students with LD and 160 NonLD students from two age groups: middle and high school. The research instruments included school grades and measures of specific self-efficacy in mathematic and in history, general academic self-efficacy, loneliness, effort and hope. The comparisons of specific academic self-efficacies, general academic self-efficacy, loneliness, and effort investment revealed significant differences between groups of students with and without LD. However, the interactions between grouping (LD/NonLD) and age groups revealed decreased differences between groups for self-efficacy in mathematics, academic self-efficacy, loneliness, and effort investment at the high school level. Different developmental paths were identified for the students with and without LD, although the consistent gap in academic achievement between the two groups remained. Since hope was predicted by students' beliefs about self-efficacy and loneliness, the study demonstrated the important role of subjective perceptions of academic competence and social interrelations for promoting future expectations. (Contains 5 tables and 2 figures.)