Teacher expectancy (TE) refers to the inferences that teachers make about academic achievement, and future career choice of their students, it is a teacher level variable, and it mediates the teacher-student interaction. I hypothesize that the TE impacts the distribution of learning opportunities in 8th grade mathematics classes. So, I investigate the distribution of learning opportunities in terms of TE. An 8th grade class interaction is recorded (n =16), and investigated by using the EQUIP. The result of this study reveals that seven high expected students despite being the 35% of the class have 76.71% of entire student talk. In other words, a big chunk of the class interaction is only between teacher and high expected students. [For the complete proceedings, see ED658295.]