Aspirations and expectations are conceptually and empirically different. Given their differential impact on various educational outcomes, it is expected that they, and consequently their convergence, would be affected by different factors. This study examines the factors leading to high aspirations, high expectations and to their alignment by using cross-sectional data on 7th and 8th grade students in Qatar. Results from our study demonstrate that aspirations are affected by attitudinal factors and student grades alone, while expectations are significantly influenced by demographic factors (ethnicity, gender, school type, parent occupation). Parental expectations are influential in shaping student expectations but not student aspirations. The alignment of high aspirations with high expectations were determined by parental expectations, student grades and attitudinal factors. It appears that parental expectations play a critical role in bringing together high aspirations and high expectations. These results, the implications of the research and suggestions for future research are discussed further.