The study is the first to examine the relationship among students’ social achievement goals, self-efficacy, collective efficacy of classmates and teachers, and math performance. In addition, the study examined homophily, or the tendency for peer group members to hold similar beliefs, for social achievement goals, efficacious beliefs, and math performance. Participants were 210 students from a predominately African American high school. Boys’ social achievement goals predicted twice as much collective efficacy than girls’ social achievement goals. In addition, self-efficacy positively predicted math performance for girls, but not so for boys. Social achievement goal homophily was only present for girls. Self-efficacy and math performance homophily was present for both boys and girls.