The purpose of this study was to identify teachers' expectations of schooling and their causal attributions regarding the academic performance of their students. Data were collected by means of a questionnaire administered to 451 elementary school teachers. Analyses led to the following conclusions: (1) teachers hold high expectations of schooling for successful students and low expectations for unsuccessful ones; (2) major reasons for the high expectations of schooling for successful students were the students' and their families' interest in academic life and the students' intellectual aptitude; (3) the major reasons for the low expectancy level for unsuccessful students were low socioeconomic status and their own and their families' lack of interest in academic life; (4) academic success was attributed to effort, family interest, and teachers' skills in teaching and in relating to students; and (5) academic failure was attributed to low socioeconomic status, lack of family interest, lack of effort, and failure to do school work. Six references and four statistical tables conclude the document. (Author/RH)