Many researchers have investigated the effects of students' prior knowledge upon learning chemistry, for example, the tenacity of alternative conceptions. Knowledge about learning also shapes students' learning of chemistry. This research describes the development of CHEMX, a survey instrument that measures an aspect of knowledge about learning known as cognitive expectations. Evidence for both the reliability and validity of CHEMX is presented. Data from undergraduate chemistry students is presented. Results include changes in expectations from first-year students to seniors, comparisons between majors and nonmajors, and a profile of faculty expectations in comparison to students' expectations. (Contains 2 tables, 3 figures and 1 note.)