Pressure to meet federal No Child Left Behind Act (NCLB, 2002) mandates, show Adequate Yearly Progress, and stem the tide of academic underachievement have provided critical challenges for American schools. Due to these challenges, many schools may practice a controversial curricular design commonly known as tracking. The purpose of this study was to explore beginning teachers' perceptions of curricular tracking. The social cognitive theory and its related motivational theories framed this study. The participants, 102 beginning teachers, completed an online survey as part inclusion in the University of Memphis' New Teacher Center mentoring program. Secondary analysis of this pre-existing data set allowed for initial exploration. Survey responses were further analyzed through a mixed methods approach that used both quantitative and qualitative procedures. Pearson chi-square test of independence showed some statistical significance suggesting a relationship between beginning teachers' perceptions of curricular tracking and certain teacher demographic characteristics. Spearman rho showed some statistically significant correlations between beginning teachers' perceptions of curricular tracking and their beliefs that students are aware of track placement by certain teachers' demographic characteristics. However, Kruskal-Wallis showed no dissonance between beginning teachers' perceptions of curricular tracking and their intent to stay at their current teaching site or in the profession. Qualitative analysis revealed the categories of Academic Aptitude and Academic Behavior as related to beginning teachers' perceptions of curricular tracked students. Academic Aptitude encompassed the themes of ability, literacy, and intellectual functioning and Academic Behavior encompassed the themes of conduct, work habits, and school interest. Between the two categories, more beginning teachers' responses related to Academic Behavior. Beginning teachers' perceptions identified behavioral attributes more often than academic abilities as defining characteristics of curricular tracked students. Further qualitative analysis showed beginning teachers believed curricular tracking does effect student motivation. However, results indicated beginning teachers had varying perceptions regarding the positive, negative, or possible effect of curricular tracking on student motivation based on students' curricular track placement. [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.]