The attitudes and expectations of five cooperating teacher-student teacher dyads toward students in two predominantly Mexican American schools were investigated. Data were obtained from participant journals, interviews, conferences, and classroom observations. This paper presents profiles of the dyads, with summaries of teachers' attitudes and expectations revealed by their conversations and conferences about pupils. It is noted that teachers' middle to upper class backgrounds contrasted with the students' low socioeconomic characteristics, and, to varying degrees, teachers had limited knowledge or experience with Mexican American students and their parents. Evidence is reported on teachers' negative attitudes toward the Mexican American community and on their generally low expectations for students. It is suggested that teachers and student teachers do not intentionally or maliciously stereotype or degrade minority students or their parents and that appropriate inservice and preservice training in teaching in a multicultural setting would translate their desire to help students into positive actions. Copies of the instruments used in the study are appended. (JD)