The theory that teachers treat students from whom they expect superior achievement differently than those from whom they expect inferior performance is examined. Five ways of reacting on the part of the teacher are identified for the purpose of this study--teacher warmth, teacher feedback, teacher selection of materials, opportunity offered for student response, and frequency of touch. Physical education teachers were asked to rank their students as either high or low achievers and were then observed for a two-week period. The following behaviors were observed: (1) high achieving students were asked more questions and given more opportunity to respond; (2) teachers treated designated high achievers more warmly than designated low achievers; (3) there was little evidence that teachers provided more feedback to high achievers; (4) there was no significant evidence that teachers taught more new material to high achievers; and (5) teachers did not touch their designated high achievers more than designated low achievers. (JD)