This study examined the possibility that aspiring parents' and teachers' recalled experience with elementary school subjects affects their academic expectations for young children. The recalled experience of 103 university students majoring in education was measured by questions that asked: (1) how difficult and interesting each subject was for them; (2) how hard they had to work at each subject; (3) how high their marks were in each subject; and (4) how well they could assist young children in each subject. Academic expectations were measured by questions that asked the students: (1) how difficult and interesting they expected each subject to be for a child entering first grade; (2) how hard they expected the child would have to work at each subject; and (3) what school marks they expected the child would receive in each subject. Results indicated that the greater the participants' recalled difficulty with a subject and the harder they had to work in that subject, the more difficult they expected the subject to be for the child and the harder they expected the child to have to work. The higher the participants' recalled interest in a subject and the more they believed they could help the child, the higher the school mark they expected of the child. A list of 17 references is included. (Author/BC)