This paper proposes a theoretical, yet practical, framework for managing the formation process of students unrealistic expectations in a college course. Using relational contracting theory, alternative teacher interventions, aimed at effective management of students expectations about the course, are described. Also, the formation of the student entitlement process is examined. Finally, a matrix of remedies for effective management of students' unrealistic expectations is proposed. In conclusion, practical implications of the proposed framework for the advancement of teaching scholarship are outlined. (Contains 2 figures.)