This exploratory study examines the ways that teachers think about expectations they set for their students. It explores what influences teachers to form judgments about their students and the subsequent ways they communicate expectations to students. This study also explores whether there is a relationship between “high-expectations teachers” and culturally responsive teaching methods. This qualitative study utilizes ethnographic research measures, including inquiry group interviews, field notes, and individual teacher interviews to investigate the problem of understanding the nature of teacher expectancies in the school where the author is the principal and how teachers enact culturally relevant pedagogy within their respective classrooms. The results of the investigation revealed that there is a correlation between having high expectations for children and the use of culturally relevant teaching strategies.