Motivational beliefs, especially self-efficacy, are very important in understanding students' academic engagement and achievement. Students' self-efficacy influences their academic decisions, choices, and learning behaviours. Building on a case of an African international student identified as Frank, this case study illustrates the influence of socio-cultural contexts on students' development of motivational beliefs, such as self-efficacy, across the school years. Specifically, it considers how Frank's social expectations, goals, cultural norms, school structure, and experience of teacher support shaped his motivational beliefs and influenced his academic engagement. The article emphasizes the need to understand how students' motivational beliefs and academic engagement are situated in context. Implications for theory, practice, and research are discussed.