Two variables, expectations and self-efficacy, were investigated to illuminate their relationship with achievement. The school was the unit of analysis chosen, and three levels of subjects were evaluated--students, teachers, and principals. Students, teachers, and principals within high achieving schools were hypothesized to evidence significantly higher levels of expectations and self-efficacy than those subjects within low achieving schools. Two samples of ten public elementary schools each were drawn from Michigan; one sample from high achieving schools, one from low. Measures of expectations and self-efficacy were administered to all groups within each school. When students, teachers, principals were examined separately, only students' self-efficacy and teachers' expectations were significantly different across high and low achieving schools. However, examination across groups within each school demonstrated a strong trend indicating that as more than one group evidenced high expectations and self-efficacy, a greater likelihood existed that the school was high achieving. These results suggest that expectations and self-efficacy are important variables, particularly with students and teachers. (Author)