Final course grade expectations of students in two models of instruction (mastery and nonmastery) were investigated. The intent of the study was to examine expectations between groups and to analyze within-mastery effects on self-perception of performance. Using preinstruction grade expectation, postinstruction grade expectation, Grade Point Average (GPA), and number of formative exams taken as independent variables and final exam scores as the criterion, relationships were obtained through stepwise multiple correlation analysis. Results support the validity of the feedback mechanisms within the mastery strategy in relation to a more accurate self-assessment of knowledge level and expected grade from pre- to postinstruction. (Author)