Eighteen regular education teachers completed a rating scale on their expectations for the behavioral and academic performances of 27 younger siblings of learning disabled (LD) and non-LD students. All teachers previously had taught the Ss' older siblings. Expectation ratings were significantly lower for the siblings of LD Ss in the areas of reading level, general knowledge, visual/auditory perception, and memory skills. These students were also expected to make relatively less progress during the year and to need more support services than children with a non-LD sibling. Study limitations are cited. (Author/CL)