An investigation was conducted to determine the magnitude and direction of the congruence of communicated expectations for teachers and students in the University City (Missouri) American Studies Program (an 11th grade history-literature, process oriented curriculum; (see SP 003 560) and for two conventional American history programs. A previous study (ED 026 686) had indicated that the American Studies program as perceived by the students reflected critical student participation in problem-solving and decisionmaking, the converse being indicated by American history students. The Watson Analysis Schedule (WAS), Form A, was administered to the three groups of 525, 550, and 657 students and to their 29 teachers to measure perceptions of explicitly stated, actual, and realized expectations. Pearson product-moment correlation coefficients and z-tests for significance of difference were run in the data analysis. Major findings: A high degree of correlation was attained for the explicit and actual expectations of students and teachers in each of the three programs. There appears to be higher congruence between students and teachers in both conventional program groups; however, statistics do not support either a strongly positive or negative relation. What American Studies teachers communicate to students appears to be the general orientation for student behavior and not expectations for well delimited behavioral operations, per se. (The WAS is included.) (JS)