This quantitative cross-sectional research study investigated differences in the perceived attitudes of students in different grade levels toward themselves and toward school. Data from 774 surveys of students in third through eighth grade were examined. The study took place within two public school districts in the suburbs of Chicago. The instrument used to collect this data was the School Attitude Assessment Survey--Revised (SAAS-R). The instrument measured five domains of student attitudes, including (1) Academic Self-Perceptions, (2) Attitudes Toward Teachers (and Classes), (3) Attitudes Toward School, (4) Goal Valuation, and (5) Motivation/Self-Regulation or how well those students believed they could self-regulate themselves to accomplish those goals. The SAAS-R used subscale scores from each of the five domains. This study first used a one-way, weighted-least-squares (WLS) ANOVA, with a factor for grade level for each of the five SAAS-R domains. Subsequently, a two-way WLS ANOVA was used to break down the data, one factor being grade, and the other being gender or race, for each of the five SAAS-R domains. The Least Significant Difference (LSD) procedure was used to compare pairs of grades to one another to discover any significant statistical differences between the respondent groups. The results of this study showed middle-school student mean scores in all SAAS-R domains as significantly lower than their elementary school counterparts, with strong effect sizes. Elementary school participants in this study expressed higher self-efficacy in their ability to be successful than their middle school counterparts. Even so, student self-perceptions at the elementary school level were the lowest for all five domains. These student participants may have already believed they were not successful at school. The students in this study, at all grade levels, indicated a high expectancy-value toward school and believed it important for their future. Within most of the domains, gender and race had little effect on the original analysis; there were no significant interactions observed between grade levels. Implications and considerations for educators and classroom practice impacting future student perceptions were 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.]