There is a lack of research on the practice of curriculum looping and student achievement. The purpose of this study was to examine academic achievement between students in looping classes and those in nonlooping classes. The theoretical model of this study was based on the social cognitive theory of Bandura and Maslow's hierarchy of needs theory. An ex post facto quantitative research design used existing data from middle school students' standardized test scores. The independent variable for the study was looping and 2 groups of middle school students in 1 school were used for comparison. The dependent variable used to measure student academic achievement was standardized mathematics and language arts test scores. An independent t test was used to analyze the data. The results of data analysis in this study revealed no statistically significant differences in the test scores in literacy and mathematics of the students in the experimental group (looping) and the control group (traditional), but further research with different settings and sample sizes is recommended. The social impact from this study includes better understanding of the relationship of looping and the academic achievement of middle school students that can promote better academic performance.