This research was designed to explore the relationships between teacher expectations and internal-external control of elementary school children. Ten teachers and one hundred and sixty-eight fifth grade children were drawn from 459 fifth grade pupils in an elementary school in Taipei. They were classified into two groups, high expectation and low expectation, in terms of rankings of teacher expectations which were induced naturally after approximately ten-month teacher-pupil interaction. Based on the scores of internal-external control, the subjects of the two groups were divided respectively into internal control and external control groups. Subjects were administered both self-concept test and achievement motivation questionnaire, except that intelligence scores were copied down from the school record. The data obtained were analyzed by one-way analysis of covariance using IQ scores as covariate. The major findings of the study were as follows: (1) For the teachers´ high expectation group, the internal control group had a higher score on a self-concept test and an achievement motivation questionnaire than external control group. (2) For the teachers´ low expectation group, the internal control group scored higher on a self-concept test than the external group, but there was no significant difference between two groups on an achievement motivation questionnaire.