This paper presents a study which related teachers expectations of student achievement after two weeks of classroom contact to several possible sources: student classroom performance, prior school performance, parental involvement, and student status characteristics. Their temporal order and relative influence are examined via a path model and multivariate statistics. Preliminary zero-order relationships suggest the importance of at least some variables measuring each concept. Data are from six first grade classrooms in two schools in a large urban area. Implications of the findings for future research and educational innovations are discussed. (ED)