The main purpose of this book was to investigate students'' perceptions of their teachers'' expectations and their impacts on students'' motivation, academic self-concept and academic achievement of government general secondary schools of Bahir Dar special zone, Ethiopia. The study was carried out using 300 (154 female and 146 male) government general secondary school students of grades 9 and 10 selected using stratified and simple random sampling techniques. Perceptions of teachers'' expectations scale with reliability of 0.792, motivation scale with reliability of 0.879, and academic self-concept scale with reliability of 0.833 were administered. Pearson product moment correlation coefficient, path analysis and independent sample t-test were used to analyze the data. Finally, based on the results of the study implications were discussed and recommendations to alleviate the problem were forwarded.