The "Pygmalion effect," is a construct that states that people often rise to the level that is expected of them (Chang, 2011). This is closely related to the "law of expectations," in which individuals receive what they expect to receive. These ideas may be applied to the educational arena when related to teacher perceptions and their expectations of students' achievement levels, and also to the impact those teacher perceptions may have on classroom teaching practices. This qualitative study investigated whether there is a relationship between teachers' perceptions of a student's academic achievement in math and the level of questions posed to the student during math instruction. The collection and analysis of perception data about students' future achievement in math (predictive analysis) are practices in schools that are intended to provide an early indicator of a student's achievement level. Extensive research-based evidence has demonstrated that a teacher's perception of a student's academic abilities is significantly related to a student's achievement (Bonvin, 2003; Hattie, 2010). This case study occurred in a third-grade classroom in a large urban/suburban school district in a southeastern state. The researcher employed qualitative, exploratory interview practices, combined with analysis of quantitative perception data and observations of the level of questioning that occurred during math instruction, to determine if the teacher's questioning practices were related to her perceptions of her students' achievement. Further analysis occurred to determine if there were equity gaps related to the level or amount of questioning posed towards marginalized students. Overall, results from the review of teacher perception scores revealed that 67% of the marginalized students in the class received a low perception score. Given the demographics of those students, this indicated that the teacher perceived that a disproportionate number of students of color and students with disabilities would perform lower than their non-disabled, White peers on the math summative assessment. These data are consistent with that found in studies by Knesting and Waldron (2006), Lazarides and Watt (2015), Rojas and Liou (2017), and Schrank (1968). Such patterns of teacher/student interaction may be contributing factors in the subgroup achievement gap that can lead to the perpetuation of a cycle of low expectations. However, observational results of this study revealed that students with lower perception scores did not exclusively receive teacher questions that required lower levels of cognition, and students with higher perception scores did not exclusively receive questions that included higher levels of rigor. Data showed that marginalized students received a reasonably equitable number of questions among those asked during math instruction and a greater proportion of the questions posed to marginalized students were at higher levels of Bloom's taxonomy than those posed to non-marginalized students. This may have been due to the teacher's use of randomization techniques to determine who was called on during her lessons. When analysis of the interview data was conducted to determine factors that influenced the teacher's predictions of student academic achievement in math, three themes emerged: the teacher's process for completion of the initial perception score development, the influence of external factors on a student's educational performance, and her rationale for calling on (or not calling on) particular students during math instruction. Extant research debating the accuracy and validity of teacher prediction data is extensive. Jussim (1989) reviewed over three decades of research on teacher expectations and concluded that most of the evidence revealed that teacher expectations have a clear influence on students. This study adds to the research on the topic of teacher expectations and the impact they have on instructional practices. In response to the findings, recommendations for policy, practice, and future research were provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]