This study investigates the importance of student teachers expectations as a predictor of future social and emotional competencies of young children. These predicted expectations were estimated from a 42 item questionnaire that was designed by the author and it addressed five domains: social skills, social awareness, self-control, relationship skills and self-awareness. Expectations were defined as the predicted teachers expectations that are necessary for young children's social and emotional competencies in kindergarten. The study sample consists of 78 student teachers attending early childhood four year program at the University of Jordan (UJ) in Amman. The results revealed that early childhood student teachers at UJ view the social and emotional competencies as necessary for young children development in preschools. The results indicated that there were significant differences in the expectations of student teachers according to their practice and non-practice, college year and between seniors and freshman. On the other hand, there were no significant differences of student teacher expectations according to their GPA and choice of major. Based on these findings the researcher addressed a number of suggestions and recommendations.