A teachers sense of efficacy and his or her expectations for individual students may be associated with student educational risk. This study examined the relationship between teachers perceptions of efficacy and expectations for student outcomes for individual students representing seven different behavioral profiles comprising a comprehensive behavioral typology. Results indicated that as a students academic and social behaviors were rated as more problematic and maladaptive, teacher efficacy and expectation scores for that student decreased. Responses on teacher interviews suggested that teachers are aware of their lack of efficacy and lower expectations for behaviorally challenging students. Future research efforts might address teacher training to equip teachers with skills and experiences that facilitate working with challenging students as well as student interventions that target maladaptive behaviors.