The purpose of this study was to examine the impact of the number of transitions by students from school to school on their mathematics achievement. Transition is defined as the number of times a student has changed schools from Kindergarten to the current school year. This study also looked at the relationship between the students' perceived self-efficacy about high school and their mathematics achievement. Specifically, the research questions for this study were as follows: (1) Is there a significant difference between the Algebra I End-of-Course test scores of ninth-grade students who have experienced a high number of school transitions and those who have experienced a low number of school transitions? (2) Is there a significant difference between the Algebra I End-of-Course test scores of ninth-grade students who have experienced a high number of school transitions and those who have experienced a low number of school transitions and who are from different racial groups (Caucasian or African American)? (3) Is there a significant difference between the Algebra I End-of-Course test scores of ninth-grade students who have experienced a high number of school transitions and those who have experienced a low number of school transitions and who are from different gender groups? (4) What is the predictive relationship between ninth-grade students' perceived self-efficacy and their scores on the Algebra I End-of-Course test? How does the number of school transitions based on students' ethnicity and gender impact this relationship? The sample consisted of 97 students from one rural high school in west Tennessee. A three-way ANCOVA was used to analyze the data. No significant difference was found between the scores of students with a high or low number of transitions who were Caucasian or African American or between males or females. However, the interaction between the three independent variables was significant. A multiple regression revealed that the number of school transitions did not impact the predictive relationship between ninth-grade students' perceived self-efficacy and their Algebra I End-of-Course test scores. Further implications of the results are 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.]