The first of two questions investigated in this paper concerns the relationships among three measures of teachers' expectations: that their students can succeed, that they can be successful as teachers, and that they can influence what happens in their classrooms and schools. The second question involves relationships between these three types of expectations and teachers' perceptions of four characteristics of their school organizations: safety and order in the school, instructional leadership, rapport among teachers, and teacher participation in decision-making in their schools. Questionnaires with 85 items were completed by 1,058 teachers in 97 elementary schools in Tennessee. Outcomes relating teacher expectations to each of the above-mentioned characteristics of school organization are discussed. These outcomes underscored the importance of safety and orderliness for favorable teacher expectations. For efficacy, rapport among teachers was the most salient feature of school organization, and the second most important feature for predicting high expectations and locus of control. Two pages of references are included. (TE)