The relationship between self-esteem, academic expectations, and ethnic group membership was studied in a New York City elementary school which had an approximately equal enrollment of Negro, white, and Spanish-background pupils. Subjects were 162 sixth-grade students who were tested with two projective tests and one specifically designed achievement test. Self-esteem was measured by the projective tests, and expectation level was determined by the pupils' pre-exposure predications of their correct responses to the three administrations of the achievement test. Results show that there was no racial difference in self-esteem but that Negroes had more negative attitudes toward school. Although both white and Negro children approached the academic task with equally high aspirations, the Negro level dropped after experiencing failure. The gap between aspirations and achievement was significantly greater for Negro than for white children. Implications for school programs include creating a positive image of Negroes among white children, for image-building may not accomplish very much for Negroes. Human relations courses for teachers should be research-based and should pinpoint the sources of Negroes' negative attitudes. Curriculums should provide successful academic experiences, and guidance programs should clarify the relationship between means and goals. (NH)