The purpose of this study is to examine whether teachers' perceptions of educational value discontinuity are predictive of the psychological antecedents of academic performance (e.g., academic engagement and academic self-efficacy) during middle school. Educational value discontinuity is defined as the difference between teachers' actual educational values and their perceptions of students' parents' educational values (Hauser-Cram, Sirin, & Stipek, 2003). Two hundred seventy-one middle grade students in Language Arts classrooms reported academic engagement and self-efficacy scores, while their teachers completed scales assessing their perceptions of educational value discontinuity. Results showed that educational value discontinuity was a significant predictor of middle school students' sense of academic self-efficacy and also their behavioral engagement in class. Limitations and future directions of this research are discussed. (Contains 2 tables.)