In a Nordic perspective, the finish students overall achieve the highest score on PISA (Programme for International Student Assessment), while the Swedish students exhibit declining results. The results of the Swedish students have drawn attention to the quality of education and the role of the educational professionals and the efficiency of the school. It is therefore of vital importance to investigate whether these results can be related to school level factors in a Nordic perspective. However, TIMSS (Trends in International Mathematics and Science Study) and PISA exhibit similarities as well as differences as they target different subjects. In addition, the results on TIMSS and PISA differ between countries. The aim of this study is to investigate whether school level factors can contribute to the explanation of the results for the Nordic countries participating in PISA 2009 and, if so, identify factors that can be influenced in order to enhance students’ achievement. We focus on school effectiveness in relation to PISA, since all Nordic countries participate in PISA. However, the results are contrasted to results from TIMSS for Sweden and Norway. In order to separate the effect of school level variables from the effect of student’s home environment and to take care of the sampling design used in TIMSS and PISA, multilevel analysis was used. The results show that only a few school level factors were significant, and only in Sweden and Finland. Furthermore, school level factors in Sweden and Norway on PISA differ from school level factors based on TIMSS data.