Purpose: Although prior studies showed a positive association between rural youths' school experiences and educational outcomes, our knowledge is limited about how components of self-determination theory relate to rural youths' academic expectations and rural residential aspirations. Therefore, the current study aims to examine the relationship between peer and teacher classroom belonging and ability beliefs and rural youths' educational expectations and rural residential aspirations and investigate whether these associations are moderated by race/ethnicity. Research Methods/Approach: This study employs multinomial logistic regression to examine the associations between ability beliefs, peer belonging, and teacher classroom belonging among youths of different racial/ethnic groups (Black, White, Hispanic, and other). A multigroup analysis is conducted to explore these relationships. Participants included 6,611 middle and high school students from various racial/ethnic backgrounds in mathematics and science classrooms. Findings: Findings indicated that higher ability beliefs were related to all students' expectations of completing more education. In addition, when White students and students of other races/ethnicities experienced more classroom support from their peers, they expected to obtain more education. Black youths with higher teacher classroom belonging were more likely to have rural than nonrural residential aspirations. At the same time, Black, White, and other race/ethnicity students were more likely to have undecided rural residential aspirations. Implications: Results from the current study have both theoretical and practical implications for rural parents, teachers, school counselors, and policy makers. In addition, implications for supporting rural youths in their transitions to adulthood are provided.