Research has shown that race, social class, and gender influence teacher expectations of student performance. To investigate teacher expectations for the academic performance and future occupational status of white and Asian elementary school children, and the teacher attributions for their performance, 25 white elementary school teachers (23 female, 2 male), with a mean of 6 years of teaching experience, completed Budner's Scale of Tolerance-Intolerance of Ambiguity, and the Paragraph Completion Test. Teachers then estimated students' projected grades, occupations, and reasons for success/failure on six record cards containing a fictitious student's cumulative grades, background information, and his/her photograph. An analysis of the results showed that higher grades and occupational status were expected for middle class than lower class students, and higher grades were expected for Asian students than white students. Girls were expected to receive higher grades than boys. Asian males were expected to attain higher occupational status than white boys, while white girls were expected to attain higher occupational status than Asian girls. High authoritarian teachers utilized student background to form lower expectations for out-group than for in-group students. Teachers held positive stereotypes of Asian males, believing them to have an internal locus of control and strong family and peer support and influence. (BL)