This study employed a multilevel technique to examine pupil-, school- and province-level factors that influence achievement in mathematics and reading of Grade 5 primary school pupils in Vietnam. The data for this study were collected as part of a major survey that sought to examine the quality of education offered in Vietnam primary schools. Results show that pupil's age, pupil's home background and correction of homework influence significantly achievement in mathematics and reading at grade 5 level in Vietnam. Policy implications of the findings are discussed. (Contains 5 figures and 2 tables.)