The objective of the proposed study is three-fold: to identify middle school student levels of estimation self-efficacy and student engagement, to address student multiplication estimation performance under differing teacher expectations and cultural learning contexts, and to understand how student levels of efficacy and engagement mediate their performance on a multiplication estimation task. By employing a 2 (teacher expectation: high vs. low) by 2 (cultural learning context: communal vs. individualistic) factorial experimental design, the current study sought to demonstrate that when they are expected to succeed and their cultural experience is considered, all students can learn given a demanding, yet inclusive, classroom environment. Data analysis revealed a compound effect of the two independent variables as participants who received high expectations and worked communally significantly outperformed their high expectation/individualism and low expectation/communalism counterparts. A number of qualitative concerns and lessons learned from the data are also discussed. [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.]