The purpose of this study was to investigate whether relations existed between sixth, seventh, and eighth grade learners' and their teachers' efficacy beliefs and outcome expectancies and whether student perceived efficacy beliefs were predictors of reading comprehension achievement as measured by a reading comprehension subtest score on a state standardized test. Participants were 400 sixth, seventh, and eighth grade students currently enrolled in middle school and 42 sixth, seventh, and eighth grade teachers at the same middle school. Significant similarities were noted between teacher and student efficacy beliefs concerning cooperative learning. Results indicated that when grades six, seven, and eight were combined, student efficacy beliefs about prior knowledge, self monitoring, and graphic organizers were found to positively correlate with reading comprehension achievement. (Contains 1 table.)