This paper examines the research and literature on teacher expectations since the Pygmalion study by Rosenthal and Jacobson. Included in the bibliography is research on race, gender, nonverbal behavior and socioeconomic status as it pertains to expectancies. The paper demonstrates how this information can and should be incorporated in the education courses prior to student teaching. New textbooks include sections on expectation research, and students can further their understanding by completing directed observations while in their field sites. It is pointed out that while teachers are generally correct in their judgments of what each child needs, unconscious biases or treatment of particular children can lead to self-fulfilling prophecy. An observation form is attached which was developed for an early field experience class and which allows the student to record observations of teacher behavior and bias. (JD)