This study investigates the effects of teachers' expectancies and patterns of feedback to students on students' expectancies for success in mathematics. Six predictions involving various levels of expectancy, feedback, and sex were made. Initial statistical analysis supported the proposed relation between teachers' expectancies and student expectancies, but many of the predictions were not supported. Only student sex and teachers' expectancies were found to be significant predictor variables by a stepwise regression. Additional statistical procedures were then carried out; among the findings it was indicated that "bright" females were treated differently in each of the two classroom types. (MK)