The purpose of this paper is to clarify the relationship between self-esteem and achievement and to explain why changes in self-esteem have not resulted in changes in achievement. It is postulated that self-esteem affects achievement indirectly through the medium of coping skills. Data from a study of 1657 students in 53 sixth grade classrooms in Austin, Texas were analyzed. Random assignment assured that each class was an integrated, representative sample of the Anglo, Black and Chicano population. Self-esteem and achievement were measured at the beginning and end of the school year. A measure of coping skills was administered at the beginning of the year only. The dependent variable was achievement regressed change. The general analytic method used was a linear model in which the pretest was entered first as a covariate and the predictors were entered next. Hypothesis testing involved comparing restricted models to full models and testing the difference between them. Coping was found to significantly predict achievement change whether or not self-esteem was considered. Coping skills which have behavioral consequences for achievement provide a behavioral network through which intervention should be effective in changing achievement. A general conceptual framework for self-esteem, coping and achievement variables is provided. Directions for further research are suggested. (Author/RH)