In a sample of 216 high school students, we explored the relationship between hope and school belonging to executive functioning (EF). This examination was carried out to better understand how these, and potentially other psychosocial factors, relate to the neurocognitive decision-making process of adolescent students. This study had several findings. First, after controlling for demographics and previous achievement, hope and school belonging were found to account for about 26%-39% of EF's variance, a large effect size. Second, after the same controls, hope and school belonging accounted for about 13%-25% of all five subcomponents of EF, an effect size range of medium to large. Finally, in general, the pathways subcomponent of hope was a better predictor of EF than the agency subcomponent. These results provide insight into how EF interacts with school-based perceptions as well as have implications for psychosocial intervention research within schools.