A study is under way to investigate the relationship between student teachers' expectations and perceptions of achievement. Descriptive statistical data gathered in the study are presented in this interim report. Student teachers representing 42 colleges and universities in 25 states voluntarily responded to 50-item pre- and post-inventories of expectations and perceptions of achievement. A total of 1,137 student teachers responded to the pre-inventory and 730 responded to the post-inventory. Mean and standard deviations are reported by education major, geographical location, and ethnic group for the 40 expectation/achievement variables. All four groups of education majors (early childhood, elementary, special education, and secondary) reported greater perception of achievement than expectation on 11 of the 40 indicators; 9 of the 40 indicators received lower perception of achievement. On 17 of the 40 indicators, there was no consensus in either direction. Expectation/achievement differences seem to hold implications for the content, context, and processes of student teaching. An analysis of the data in terms of major hypotheses and assumptions is not presented in this report. References, data tables, and the inventory forms are included. (JD)