The schooling gap between Hispanics and other ethnic groups contributes to the depressed economic condition and social status of this minority. The aim of this study was to determine whether there is a correlation between teacher expectations and student performance for Hispanic students. "Teacher expectations" refers to the level of academic success the teacher expects for the student. This case study analyses the power relationships that are ignored or taken for granted in the classroom, but are central to the question of teacher expectations. The teacher studied was a graduate of the high school at which he taught in Texas, a school with many Hispanic American students. The study occurred over 5 months. Interviews were conducted with 11 students considered to be underachievers, and 6 of these students agreed to continue participating in the study. Interviews were also held with four teachers, two counselors, and the high school's principal. A first theme that resulted from the study was that a close relationship between the student and the teacher resulted in increased motivation for the student. Also important to motivation was a personalized learning environment. The second major finding was that of lower teacher expectations for minority students. A third theme that emerged was the relationship between teacher expectations and student motivation. Data on low student motivation could be further grouped into subthemes of disengagement from school, feelings of helplessness, and the lack of a clear vision of the future for Hispanic students. (Contains 67 references.) (SLD)