Focusing on a suburban Philadelphia high school's social studies classes, this research study investigated the influence of tracking on student achievement, on teachers' and students' perceptions of self-efficacy, and on teachers' instructional practices in the classroom. In order to address these research questions, the researcher used a multi-methods single case study incorporating multiple points of evidence: course level student enrollment, state standardized student achievement data, the General Self-Efficacy Survey, the Teachers' Sense of Self-Efficacy Scale, and the Differentiated Classroom Observation Scale. Findings of this study were not able to be generalized to a larger audience as the scope of the study was extremely limited in size; however, conclusions of this study included the following. The researcher found that there were higher levels of student performance in upper tracking levels with standardized assessments, higher feelings of student self-efficacy in mid to high level tracks of social studies classes, and higher levels of teachers' perceptions of self-efficacy of teaching practices in mid to high levels of social studies classes. While there was no conclusive evidence to support a direct influence of tracking to academic achievement, findings of this study did reinforce previous studies on tracking and efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]