Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications were presented.