Reported is an investigation of the effects of influenced teacher and student expectations on student performance in 10th grade science. A sample of 216 students, after having been sectioned by courses and ability levels using school procedures, was randomly assigned to either a high or control student expectancy group. Each of these groups was randomly subdivided into high and control teacher expectancy groups, resulting in four groups with all possible combinations of teacher and student expectancy. Influencing of student expectations was done individually by a school guidance counselor, while the expectations of teachers were influenced by the researcher. Tested were null hypotheses of no statistically significant differences due to: (1) confirmation of induced expectancies, (2) expectancies held by teachers and students, (3) expectancies held by teachers or students, and that expectancy effects are independent of, (4) student sex, (5) ability level, (6) teacher, and (7) classroom assigned. None of the hypotheses was rejected at the .05 level. It was concluded that influencing student and teacher expectancies at the secondary level may be more difficult that originally believed and that the expectancy inducement procedures may have failed. (Author/EB)