This study examined how one type of student work habit classroom participation is related to a combination of both student factors (math achievement, personal achievement goals, perceptions of classroom goal structures, and teacher support) and features of the classroom context (teachers' instructional practices, average perceptions of classroom goal structures). We focused on the participation of two students in mathematics class during both sixth and seventh grades. Differential teacher expectations, calling patterns, and instructional and motivational support and nonsupport interacted with beliefs and behaviors of both students, and those interactions were associated with different patterns of participation each year. Results suggest that student participation is malleable rather than stable and emphasize the potential of teacher practices to both support and undermine the development of student work habits.