One leading version of hope theory posits hope to be a general disposition for goal-directed agency and pathways thinking. Domain-specific hope theory suggests that hope operates within context and measures of hope should reflect that context. This study examined three measures of hope to test the predictive, construct, and convergent validity of general and domain-specific measures of hope with a convenience sample of undergraduate students in introductory educational psychology courses (n = 227). Results demonstrated that the domain-specific measures of hope yielded scores that were reliable, factorially distinct, and more predictive of academic achievement than a general measure of hope. These findings provide support for domain-specific hope theory. Implications and future research are discussed. (Contains 6 tables.)