This study investigated the influence of teacher expectations of high- and low-expectancy leaners' learner control performance in the flipped learning online session. Interviews and observations were conducted with 14 elementary learners (age 9) and four teachers from a Malaysian elementary school. Thematic analysis was used to interpret codes, generate categories, and construct themes from the data. The findings revealed that some teacher expectations narrowed the gap between the desired and actual learner control performances of various learners and some teacher expectations unintentionally widen the gap. This study suggests a reassessment of teacher expectations is needed to adjust the postpandemic flipped learning practices.