The following mixed methods research describes the impact of nineteen students who were given the opportunity to take honors mathematics courses during high school after previously being tracked into grade level courses in middle school. Quantitative results showed significant increases in students' standardized state test scores when moved to the upper high school mathematical track. Quantitative results also indicate that the inclusion of these students did not affect those previously tracked. Qualitative results provide support for school personnel in understanding the effects of teacher expectations on student outcomes. Results inform and support researchers and policy makers to reconsider beliefs about tracking.