Students' achievement in school is undoubtedly multi-faceted. Research has suggested that one important variable in student achievement is the interaction between the teacher and the student. Such interactions may serve to enhance or diminish the achievement of an individual student or group of students. Results of anonymous questionnaires given to 80 fifth grade and sixth graders are reported along with data obtained from teacher ratings of each student's abilities. On the basis of the teacher ratings, high and low expectancy groups were created. Responses to items asking for student perceptions of classroom interactions in general showed no significant differences between the two expectancy groups. These data suggest that the investigation of student perceptions of differential treatment by teachers of those expected to do well and poorly is not as informative as previous research suggests it should be. Other findings are also discussed along with the implication of the research for future work in this area. (Author/GK)