Dispositions of eighth graders accelerated into first-year algebra were described in this study. Data were collected through surveys, observations, interviews, and cumulative academic files. The most frequently reported reasons for enrolling in algebra were for acceleration of course-taking and preparation for high school. Males demonstrated a higher level of self-efficacy to perform in algebra and secondary mathematics. Students showed a high level of perseverance in terms of sacrifices made to take the course, but classroom performances indicated negative dispositions toward mathematics. Students were driven by a desire to please the teacher and earn grades rather than out of natural curiosity and interest. Neither students nor their parents recognized the real-world applications of algebra. Certain teaching methodologies appeared to evoke positive dispositions. Contains 17 references. (Author)