This study was designed to examine relationships between student perceptions of school effectiveness and student achievement in mathematics and reading. Data were collected from over 350 middle school students in a large southeastern school district in the United States. The results revealed statistically significant correlations among the different student perceived aspects of school effectiveness. In addition, a statistically significant correlation between mathematics and reading achievement scores on standardized test was revealed. Data did not yield any statistically significant correlation between the student perceptions of school effectiveness and student achievement. These findings are contradictory to empirical research on school effectiveness and student achievement. Notwithstanding these contradictions, the results of the study provided a foundation for discussion of educational planning issues and implications for educational planning practices.