Dramatic changes are occurring in the teaching and learning of mathematics in the nation's classrooms. It is no longer sufficient to be proficient in basic skills; students are now expected to develop deep conceptual understanding of a broad range of mathematical content areas. While there has been an increased focus on the need for equal opportunities for all students, African American students continue to score below their white counterparts, particularly in these critical areas. This paper suggests that low expectations play a significant role in the level of achievement of African American students in mathematics. It then examines the teaching of an effective mathematics teacher in an urban middle school and finds that high expectations are at the core of his teaching. Examples are given to illustrate three facets of his high expectations. (Contains 1 footnote.)