THE OBJECTIVES WERE TO IDENTIFY AND DESCRIBE EXPECTATIONS OF TEACHER BEHAVIOR, AND TO ANALYZE THESE EXPECTATIONS IN TERMS OF THE LEADERSHIP BEHAVIOR OF THE TEACHER. ELEMENTARY PUPILS (140), JUNIOR HIGH (148), AND SENIOR HIGH SCHOOL (140) STUDENTS FROM A SUBURBAN ST. LOUIS SCHOOL DISTRICT COMPRISED THE SAMPLE. AN ADAPTATION OF THE LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE FROM THE OHIO STATE STUDIES IN LEADERSHIP WAS GIVEN TO ALL CHILDREN, AND ADDITIONAL DATA ON INTELLIGENCE, SOCIOECONOMIC STATUS, AND OTHER IDENTIFYING FACTORS WERE GATHERED. THE CONCLUSIONS DRAWN WERE THAT TEACHER BEHAVIOR IS AMENABLE TO ANALYSIS IN TERMS OF LEADERSHIP DIMENSIONS OF ROLES. PUPILS EXPECT TEACHERS TO BE HIGH ON CONSIDERATION AND INITIATING STRUCTURE. GRADE LEVEL IS RELATED TO EXPECTATIONS. SENIOR HIGH SCHOOL STUDENTS EXPECT MORE LEADERSHIP AND JUNIOR HIGH SCHOOL STUDENTS EXPECT LESS. (GC)