The purpose of this study was to examine the decline in ninth grade achievement that occurs in most every high school in America and attempt to show that students with strong self-belief systems--self-efficacy, an incremental theory of intelligence, or growth mindset, and a learning goal orientation--are able to persevere through failure, setbacks and challenges. The study was designed using a motivation theory framework with specific emphasis on self-efficacy, implicit theory of intelligence, and goal orientation. The research questions guiding this dissertation were: What is the relationship between students' self-efficacy beliefs, learning and performance goals, theories of intelligence and their perceived success in school, and 2. How do the students with different results on these variables perceive the school as supporting or not supporting their success in school? A literature review included a consideration of the effects that social and emotional skills, and motivation have on learning and achievement and a review of research on the transition to ninth grade. Through an analysis of student survey responses that revealed their self-efficacy, incremental theory and goal orientation scores and through student interview responses, evidence was found that revealed how student self-belief systems, classroom management, and relationships with teachers and peers may affect effort, achievement, and goal choice.