This study examined resource high school students' self-concept and the effect that it has on academic achievement in a rural school district in low country South Carolina. This study examined the self-concept model of the Piers-Harris 3. In the Piers Harris 3 model, the researcher examined six self-concept domains. These six self-concept domains were Behavioral Adjustment, Freedom from Anxiety, Happiness and Satisfaction, Intellectual and School Status, Physical Appearance and Attributes, and Social Acceptance. The students' self-concept was examined to determine whether self-concept has an effect or impact on special education high school students' academic achievement. The review of the literature explained how self-concept has an affected resource high school student academic achievement. Also, this review of the research discussed how gender was influenced by self-concept. Furthermore, this chapter provides a historical overview of special education, evaluation, and eligibility determination, classification categories under the Individuals with Disability Education Act (IDEA), development of Individualized Education Plan (IEP), and Least Restricted Environment (LRE) such as self-contained and resource placement model. The target population for this study included special education resource high school students enrolled during the 2019-2020 school year, in high schools in a rural South Carolina school district. This study was conducted using survey research to examine resource high school students' self-concept and the effect that it has on academic achievement. A total of 50 ninth grade resource students completed the Piers-Harris 3 survey regarding their self-concept. When examining gender, males consisted of 54.0% of the study participants, and females consisted of 46.0% of the study participants. Most of the study participants (80.0%) classified themselves as Blacks. The results of the study indicated there was no significant difference in the overall self-concept levels of 9th grade special education students and academic achievement. Resource students who had an overall self-concept level of high average or higher (m = 72.3) on the Piers-Harris 3 self-concept instrument were similar to the academic achievement of those special education students who had overall self-concept levels at the average (m = 67.6 ) or low average or lower (m = 72.3) levels of self-concept. The findings from this study could help school teachers, administrators, and parents in rural South Carolina school districts understand how self-concept has an impact on resource students' academic achievement. [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.]