The purposes of this study were to determine to what extent students' expectancies, as measured by students' predictions, related to test performance; to determine if taking the test would alter or influence students' expectations and the accuracy of their predictions; and to determine if students' expectations could be altered by a report represented as actual test results and if such an alteration would then affect test performance. One hundred and fifty-six tenth grade students predicted their grade equivalent scores and ratings for each subtest on the Nelson-Reading Test, Form C. Pearson product-moment correlation and repeated measure analysis of variance design was used to test for significant results. Findings showed a significant but low correlation between all predictions and actual test results. Students' first predictions were found to be significantly less accurate than their second and third predictions. There was a significant difference between predictions made by students in the raised, lowered, and actual treatment groups. There was no significant difference in test performance between treatment groups. (Author/TS)