This paper presents an overview of the research and literature on teacher expectations, particularly that from the last ten years. This includes research on race, gender, and socioeconomic status. Also included are studies on non-verbal behaviors and grouping children according to perceived ability. It is pointed out that pupils respond to expectations of teachers, and their performance and self-esteem are influenced by the attitudes of teachers. While teachers are generally correct in their judgments of what each child needs, unconscious biases or treatment of particular children can lead to the self-fulfilling prophecy. Thirty-eight references are cited in the bibliography. (JD)