In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first qualitative exploratory study a total of 20 university students participated. They were interviewed about their expectations of learning analytics features. The findings of the qualitative study were validated in a second quantitative study in which 216 students took part. Findings show that students expect learning analytics features to support their planning and organization of learning processes, provide self-assessments, deliver adaptive recommendations, and produce personalized analyses of their learning activities. [For full proceedings, see ED571332.]