Strong evidence indicates that student expectations of success in mathematics decline in middle school. The goal of the present study was to examine whether the expectations of teachers and the quality of the student-teacher relationship play a role in these declines. A total of 201 (86 boys, 115 girls) Latino/a students (M = 11.0 years) and their teachers completed surveys at the beginning and end of the 6th grade, describing expectations of the student's success in mathematics and perceptions of teacher involvement with the student. Higher teacher expectations of mathematics success and higher student reports of teacher involvement anticipated greater increases in student expectations of success; the former (but not the latter), was limited to students with above average mathematics abilities.