Self-concept ideas can be reformulated and integrated into an objectives oriented model of school learning. Bloom's model (1976) involving mastery learning already incorporates self-concept elements, but needs to be developed theoretically to include norm-referenced as well as criterion-referenced approaches to assessing self-concepts. This involves reconceptualizing self-concepts in perceived self-efficacy, a notion derived from Bandura's (1977) social learning theory. Following a discussion of ways in which Bloom's model can be expanded, a single case study of an adolescent with specific learning disabilities is presented to illustrate the ideas and methods developed in the paper. The study was designed to investigate (1) whether self-efficacy judgments in relation to a basic skill can be altered prior to task performance by modelling correct performance or examining the basis of self-efficacy judgments; (2) whether self-efficacy judgments can predict subsequent performance accuracy; and (3) whether changes in self-efficacy judgments in relation to a basic task are associated with changes in self-efficacy jugdments in relation to an application of the basic skill. Evidence from the study indicates that in some conditions self-efficacy change could influence achievement and that perceived competence factors are involved in determining achievement levels. (LC)