The focus of this research investigation was to examine school attitudes and self-esteem among 48 African-American elementary school children. Based on achievement data on standardized testing, administered by a school district located within the Mid-Atlantic region of the United States, African-American children were stratified in order to ascertain whether there were significant differences in "successful" and "unsuccessful" students with respect to Attitude to School, Attitude to Teacher, and Self-esteem. It was hypothesized that there were significant differences among academically "successful" and "unsuccessful" students, and that these differences would be qualified by gender, grade-level and school type. Results indicated that there were (a) significant differences in Attitude to School among successful and unsuccessful African-American students, however these differences did not vary by gender, grade level, or school type; (b) significant differences in Attitude to Teacher among successful and unsuccessful African-American students, that varied by grade level, but not by school type, and no differences relative to gender; and (c) significant differences in Self-esteem among successful and unsuccessful students by grade level only, with no differences relative gender or school type. Recommendations for future research and implications for school psychologists were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]