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The purpose of this study was to examine thelongitudinal causal relationship among Korean students’past academic performance, self-efficacy beliefs, and aca-demic achievement. The study used an autoregressivecross-lagged model to assess the casual ordering of self-efficacy beliefs and academic achievement in a represen-tative sample of 1177 Korean students over a five-yearperiod from the 8 to 12th grades. Results indicated that theacademic performance of students from the first semesterof the 8th grade positively predicted self-efficacy beliefsfor the second semester of the 8th grade and that self-efficacy beliefs from the second semester of the 8th gradepositively predicted the academic achievement of studentsfor the first semester of the 9th grade; this pattern evi-denced through to the 12th grade. A reciprocal relationshipbetween self-efficacy beliefs and academic achievementwas seen, such that the effect of past academic perfor-mance on self-efficacy beliefs was larger than the effect ofselfefficacy beliefs on academic achievement. These find-ings point to the importance of integrating the reciprocalmodel into practice and utilizing interventions delivered byeducators, school counselors, and school psychologists thattarget both self-efficacy and academic achievement. Futureresearch is needed to evaluate interventions designed toaddress both self-efficacy and academic achievement.