This study examines teacher feedback practice in a foreign language classroom inrnrelation to the proposition in the field of general education that teacher differentialrnexpectations for students' performance may be expressed in differential treatmentrntoward students. More specifically, the purpose of this research is to explore whetherrn( I) the teacher provides different feedback to students whom he perceives as high andrnlow achievers and, (2) differences can be attributed to differential teacherrnexpectations. It also investigates whether (3) students perceive any difference in thernways the teacher works with high and low achievers as regards the provision ofrnfeedback and (4) the teacher sees his own treatment of high and low expectationrnstudents as being different.rnThe analysis of observational data collected on a teacher's classroom feedbackrnbehaviour revealed great quantitative differences in the feedback received by hi ghrnand low expectation students on their successful and unsuccessful performances.rnFurther analysis suggested that many of the differences are attributable to differencesrnin performance among students although there were also several other differencesrn(e.g. those that relate to the teacher's use of praise and failure to give feedback) thatrnare interpretable as evidence of differential teacher treatment. In addition, thernlikelihood of the teacher's use of certain types of feedback (e. g. repetition andrnexplanation of a correct answer) tended to vary with the expectation grouprnmembership of students.rnAs regards the students' and the teacher's perceptions, both parties demonstrated arnconsiderable degree of sensitivity to differential treatment of high and low achievers.