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Since the original Pygmalion study, there have been very few interventions in the teacher expectation field and none that have been randomized control trials designed to change teacher practices to reflect those of high expectation teachers. The current study was designed to address this gap in the literature. Teachers (N = 84) were randomly assigned to either intervention or control groups. Those in the intervention group attended four workshops at which were presented the instructional strategies and practices of high expectation teachers. At each workshop, the intervention group planned changed practices to introduce to their classrooms modelled on the behaviours of high expectation teachers. The researchers visited the teachers on three further occasions to ensure fidelity of the implementation. Students in the classes of the intervention group teachers significantly improved their mathematics achievement …