A research study is reported which investigated the influence of the variables of race (examiner and child race) and expectancy (high and low) upon the scoring of individual IQ tests. Video tapes of two children (one black, one white, 10 years old, in the 85 to 95 IQ range) being administered the Wischler Intelligence Scale for Children were shown to 32 practicing school psychologists for their evaluations. Half of the psychologists were led to believe the children were brighter than they actually were (high expectancy); the other half, that they were duller (low expectancy). The expectancy and order of child presentation (high-black, high-white, low-white, low-black, etc.) were randomized. The results indicate that in the case of expectancy white and black examiners score children (white or black) in a similar manner; i.e., in the direction of expectancy. Expectancy has the most influence upon scores obtained when children and examiners are of the same race. The implications for psychological examiners are that expectancy of student ability has a predictable influence upon the IQ attributed to that student. The question remains, however, as to whether such a small average difference in IQ scores has any educational significance. (Author/LH)