A study investigated the magnitude and direction of the congruence of communicated expectations for teachers and students in innovative and conventional programs. The three-part Watson Analysis Schedule (WAS) which measures explicit, actual, and realized expectations was administered to 525 students and teachers in American studies classes ("process-oriented") and to 1,207 students and teachers in conventional American history classes ("content-oriented"). The degree of congruence between the responses of teachers and students within programs was determined by use of zero-order correlation coefficients for each of the three parts of the WAS, and differences between programs were analyzed by comparing the respective indices of relation using Fisher z transformations. In the same manner congruence was determined for responses between the parts for the students and for the teachers in each program. Generally there was higher congruence between students and teachers in conventional than innovative programs although statistics support neither a strong positive nor negative relation. Implications are that satisfaction is more highly dependent on the nature of the students' role within a program than on the efficiency with which expectations are communicated. (Complete findings are included plus an eight-item bibliography.) (JS)