Teacher expectations and their effects on student academic performance began with the work of Robert Rosenthal (1968). His work led to a plethora of studies by researchers investigating teacher behaviors with high and low expectations of students. However, there are few studies on how students' perceptions of teacher expectations influence students' academic performance. The purpose of this exploratory study was to examine student perceptions of teacher expectations, teachers' expectations of their students, the relationship between teacher expectations and black male student perceptions of teacher expectations, and the relationship between black male students' perceptions of teacher expectations and their academic performance on New York State English Language Arts and Mathematics Exam. Teachers and students from a New York City middle school were surveyed using an adapted version of Questionnaire on Teacher Interaction (QTI) (Wubbels, 1993). Student data were also collected through New York State English Language Arts and Mathematics assessments. The sample included 54 teachers and 140 students. Data were analyzed using descriptive statistics to examine relationships between student and teacher ratings on the adapted QTI as well as to examine if there would be a difference in student perceptions based on ethnicity. The adapted QTI was scored according to the subscales based on the eleven student-teacher interactions/behavior dimensions (including Leadership, Understanding, and Classroom Environment). The findings from the study presented information that suggests future workshops for educators and administrators that may have a positive effect on the significance of the teacher-student relationship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]