Limited research exists on rural student academic aspirations from a counseling perspective. Much of the existing research focuses on the high school years and their implications for college. This study explores the relationship between place attachment, academic self-efficacy, and academic aspirations in rural elementary students. The sample consisted of 96 students in the 4th through 6th grades across two elementary schools in the northeastern United States. Hierarchical multiple regression analyses indicated that academic self-efficacy was significantly related to academic aspirations after controlling for sociodemographic variables. Contrary to the researcher's hypothesis, place attachment failed to have a significant relationship with academic aspirations after academic self-efficacy was entered into the model. However, place attachment moderated the relationship between academic self-efficacy and academic aspirations. The discussion section further explores these results and their implications for school counselors, counselor educators, and counseling researchers.