The purpose of this study was to examine secondary teachers' expectations of student behavior, to identify differences and similarities between middle and high school teachers, as well as between general and special education teachers. Teachers (N = 240) identified which of 30 social skills were essential for classroom success. Results indicated that while middle and high school teachers are relatively similar in their expectations regarding cooperation and self-control skills, they have different opinions about the importance of assertion skills. However, none of the assertion items was rated by the majority of respondents as critical for success by any of the subgroups (program type, secondary level). Findings also indicated that secondary level and program type were associated with the importance placed on assertion skills. These variables, as well as credential status, were also associated with teachers' ratings about cooperation skills. Implications for prereferral interventions, inclusive programming, and transitioning from middle school to high school are discussed.