The present study was designed to investigate: (1)the paths through which teacher expectations function as self-fulfilling prophecy effects; (2)the combinative effects of nine teacher behavior in predicting students´ self-concept, achievement motivation, and academic performance, and (3) which kinds of teacher behavior could be used as the best predictors for students´ self-concept, achievement motivation, and academic performance. Subjects for the present study were 160 seventh grade students in Junior High School and 4 mathematics teachers. Early in the semester the experimenter presented the teachers with information concerning students´ home background, IQ, and achievement test scores. After approximately one-month teacher-pupil interaction, the teacher expectations were induced through asking teachers to estimate students´ mathematics achievement in the future. At the end of the semester, all the subjects were given self-concept questionnair, achievement motivation questionnair, and teacher behavior scale. The data obtained were analyzed by path analysis, multivariate regression analysis, and stepwise regression analysis in terms of the purposes described above. The major findings of the study were as follows: (1)The teacher expectation acted as self-fulfilling prophecies through determining teacher behavior, and, in turn, teacher behavior influenced students´ achievement motivation through his effects on students´ self-concept; (2)Nine teacher behavior could be combined as powerful predictors for students´ self-concept, achievement motivation, and academic achievment; (3)Warmth among nine teacher behavior was found to be the most powerful predictor for students´ self-concept, achievement motivation, and academic performance.