The aim of the present study was to examine the contribution of adolescents’ beliefs about school learning to their achievement-related motivational beliefs and school achievement in mathematics. A Greek sample of 7,907 ninth (N = 3,498) and tenth (N = 4,409) graders of both genders were group examined using self-report questionnaires tapping their beliefs about school learning, personal achievement goals and self-efficacy in mathematics. Grade point average in mathematics was also used. Path analyses indicated both direct and indirect significant paths between the variables under examination. Overall, the findings of the present study support the importance of adopting a conception of school learning as a personal constructive process or as a force of personal empowerment and social change for the promotion of adaptive motivational patterns and increased achievement in mathematics. The results are discussed in light of current theory and their educational implications are pointed out.