The pourposes of this study was to explore: (1) the predictive power of both students´ exterior and interior characteristics for teachers expectations; (2) the combinative effects of five characteristics of the students, such as intelligence, achievement test scores, self-concept, achievement motivation and sociaeconomic status (SES), in predicting teacher expectations. The subjects for this study included 84 boys, 76 girls, and 4 mathematics teachers in a junior high school. Early in the semester the subjects were administered intelligence test, achievement test, self-concept questionnaire, and achievement motivation questionnaire. Information about students´ SES was provided by the school. Based on the data described above, a psychological report card for each student was made and the teachers were informed of it. After approximately one-month teacher-pupil interaction, the teacher expectations were induced through the teachers´ estimating the students´ mathematics achievement in the end of the semester. Data were analyzed by using multiple regression analysis. The main findings were as follows: (1) The students´ exterior characteristics predicted the teacher expectations better than the interior characteristics did; (2) Five psychological characteristics of the students could be used in combination to predict the teacher expectations; (3) In terms of its importance in making the desired prediction for teacher expectation, the best predictor for boy students was achievement test scores, next SES, as for girl students, the most powerful predictor was achievement test scores, next IQ, third SES.