The purpose of this study was to assess the degree to which teachers' expectations are related to children's social class characteristics. A sample of96elementary school teachers drawn from four schools serving lower- and middle-upper class neighborhoods was asked to judge the performance potential and related characteristics, including the SES background, of a set of photographs of both black and white grade school children. While expectations were found to be positively and significantly related to perceived SES of the children in the photos, variations by school SES and number of years teaching experience in the mean number of judgments made suggest that teachers' class bias operates in a more complex manner than is usually thought. In addition, teachers were found to respond more often when choosing children for “success” than for “failure” categories. Regardless of perceived SES, white children were more often expected to succeed in school than black children.