Educators throughout the country are struggling to eliminate the academic achievement gap and to meet the mandates of the No Child Left Behind Act. This case study explored perceptions of self-concept and academic achievement of students while attending a district-wide, pull-out program for 10th graders who scored the lowest level on the Florida Comprehensive Assessment Test (FCAT). The purpose of the Zenith program was to raise academic achievement. Of the 410 students in the study, 87% were minority students. Qualitative data from the interviews were analyzed to identify patterns and themes surrounding student perceptions of self-concept and academic achievement. A chi-square test indicated that student responses and gender and ethnicity were not related in the population from which the data were selected. However, based on the interview data, students believed that their self-concept and achievement had improved. Beginning and end-of-year quantitative Lipsitt Self-Concept Survey data measured self-concept changes, and beginning and end-of-year quantitative FCAT results measured student academic achievement by examining and comparing data to identify trends in student attitudes and performance. Collectively, data indicated White students' self-concepts increased while their performance on high stakes testing decreased overall. Further, both self-concepts and performance on high stakes testing decreased for all other student groups. It appears that if ability grouping is to be used to raise the academic achievement of secondary school students failing to achieve high stakes testing expectations, curriculum must be energized and instructional methods adjusted while still maintaining a focus on self-concept. This study will influence positive social change by further illuminating the complexities between self-concept and academic success, two important factors in eliminating the achievement gap.