A study investigated the relationship between teachers' expectations of first and second grade bilingual students and reading achievement of students in English. Through classroom observation, researchers identified the expectations held by the teachers for the bilingual students and then identified teacher behaviors toward the high and low expectation students. Finally, the relationship between teacher expectations and reading achievement of the bilingual students was determined. Teachers had higher expectations of students with higher English proficiency. Spanish speaking students often received greater overall attention than did English speaking students, regardless of high or low expectations. Teachers spoke Spanish more often with students for whom they had low expectations. Students expected to have high achievement scored higher on reading tests than did those for whom teachers had low expectation. Implications of this relationship are discussed. (CB)