The study investigated the relationships between teacher leadership behavior perceived by students and the expectation, achievement, and adjustment of the students. A Teacher Leadership Behavior Questionnaire (TLBQ) was designed to assess the three types of teacher´s behavior, i.e., Democracy, Authoritarian, and Laissez-faire. The TLBQ, along with five adjustment tests, were administered to 13 classes of a junior high school, the subjects consisted of 223 boys and 485 girls. By means of simple correlational analysis, t test, and one-way analysis of variance, the prominent findings are as follows: (1) Democratic leadership was in general in accordance with students´ expectation, while authoritarian produced the greatest "expectation distance". (2) Teacher´s democratic behavior correlated positively with the student s´academic achievement, their beliefs in internal control, their achievement motivation, and personal and social adjustment, while teacher´s authoritative behavior correlated negatively with those variables, except academic achievement at the expense of higher test anxiety. Teacher´s laissez-faire behavior, on the other hand, though produced less "expectation distance" and test anxiety than anthoritative behavior, also correlated negatively with the students´ academic achievement, their beliefs in internal control, their achievement motivation, and personal and social adjustment. (3) The greater the students´ "expectatation distance" to teacher leadership behavior is, the poorer the students´ academic achievement, beliefs in internal control, achievement motivation, and par500al and social adjustment would be. It seemed that the "expectation distance" variable is more effective in predicting students´ behavior. (4) It was evident that boys differed from girls in many aspects, i.e., boys tended to perceive more teacher´s authoritative and laissez-faire behavior with greater "expectation distance", while girls appeared to perceive more teacher´s democratic behavior with less "expectation distance". Otherwise, girls showed better academic achievement, beliefs in internal con trot, achievement motivation, and personal and social adjustment and lower test anxiety, though higher general anxiety, than boys. It can be concluded that how students perceived and expected teacher leadership behavior to be is significantly related to their behavior in school.