This study utilized student, teacher, and parent expectations during high school to analyze their predictive effect on post-secondary education status two years after scheduled graduation. The sample included 5,353 students, parents and teachers who participated in the Educational Longitudinal Study (ELS; 2002-2006). The researchers analyzed data using a frequency analysis and a multinomial logistic regression. Results indicated that student, parent, and teacher expectations were significant predictors, with teacher expectations having the strongest effect across various categories of enrollment. This article also discusses the study's implications for school counselors. (Contains 2 tables.)