This study examined the relationship between 7 dimensions of self‐concept and achievement in 563 African American 4th‐, 5th‐, and 6th‐graders. After controlling for socioeconomic status, social self‐concept accounted for a significant amount of variability in achievement test scores, whereas school‐related self‐concepts did not. Results do not support earlier research on the relationship between self‐concept and achievement for African American students.