Teacher achievement expectation effects were investigated for third- and fourth-graders (24 boys and 24 girls, each grade) in open and traditional classrooms. The main and interaction effects of teacher achievement expectation (High/Low), class type (Open/Traditional), sex of child and grade level on students' behavior and teacher-student interaction were examined by four-way MANOVA's. Expected achievement was not significant as a main effect nor in interaction with any of the other independent variables. Class type was significant as a main effect and in interaction with grade level in several analyses. (Author)