Researchers have explored teachers' differential expectations for minority and low-income students in an attempt to explain the achievement gap (Weinstein, 2002). New research uses models of deficit and dynamic thinking to reconceptualize and investigate teacher expectations. This study employs a framework that encompasses deficit and dynamic views of teachers' expectations for students to examine the disparity of student performance among racial subgroups on Advanced Placement (AP) exams. The inquiry into the nature of the differential teacher expectancy is conducted in the context of a large intervention program designed to raise minority students' participation in AP classes and scores on AP exams to better prepare students for success in college. Results from this study indicate that although teachers maintain differential expectations for their students, they are willing to engage in a critical examination of their instructional practices. The findings from this qualitative study can be used as the basis for suggesting ways expectations may shape future teacher professional development that focuses on raising minority and low-SES student achievement. The study specifically cites the contextual factors that lead to student success in AP courses. Ultimately, this line of inquiry could help address the achievement gap for marginalized students. [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.]