Research shows the strong correlation between expectations and student achievement across different disciplines. However, little research has been conducted regarding the role of discipline specific classroom expectations in student academic achievement. This multiple instrumental case study discusses expectations in two rural Spanish high school classrooms in which teachers produced the highest achieving students. The data was collected through classroom observations, one-on-one audiotaped interviews with teachers and exploration of instructional materials. The study provides insights about the role of expectations in foreign language classrooms and offers examples of foreign language pedagogical practices that reflect high expectations. The study concludes that expectations shape the learning process in Spanish high school classrooms and contribute to high student achievement. Foreign language educators, faculty of teacher preparation programs, employees of professional development institutes, administrators and state teacher education policy makers will benefit from findings of the study by receiving a better understanding of the role of expectations in the foreign language classroom.