The focus of this study was on the expectations that first-grade teachers have of the mathematics skills of their incoming first-grade students. At the end of one school year and at the beginning of the next school year, first-grade teachers (n=64) in rural and urban settings completed the Mathematics Skills Expectations Survey (MSES). The MSES considers 11 basic areas of mathematical skills appropriate for the primary grade level and allows respondents to indicate agreement or disagreement with statements about abilities incoming first-grade students should have with respect to these skills. Data were analyzed with respect to skills clusters (numeration, arithmetic computation, measurement, symbols, and geometry) and performance vectors (written, oral, calculation, psychomotor, and visual expectations). In regard to skills clusters, teachers had highest expectations for numeration and geometry skills and lowest expectations for arithmetic computation and symbol skills. In regard to performance vectors, teachers had highest expectations for psychomotor skills and lowest expectations for calculation skills. An appendix contains the MSES questions and results of the survey. Contains 17 references. (MKR)