The current analyses address two primary research aims: 1) Does students' anxiety in mathematics and science predict their self-efficacy in each subject area? The authors hypothesized that students' anxiety in mathematics and science would be negatively associated with their self-efficacy in each area. 2) Does being in a "Responsive Classroom[R]" (RC) school moderate the relationship between students' anxiety and self-efficacy in mathematics and science? Their hypothesis was that being in an RC school would serve to attenuate the typically negative relationship between students' anxiety and their self-efficacy in mathematics and science. (Contains 2 tables and 2 figures.)