Although sociologists of education frequently discuss micro-level mechanisms in their work, many scholars tend not to engage with social psychological theory directly. This is a missed opportunity, given that social psychology provides tools to theorize connections between social interactions and broader patterns of inequality. In this chapter, we use a concept that is prominent in both education and social psychology—expectations—to highlight the inherent connections between these fields and opportunities for greater engagement. We specifically focus on research that engages with three types of expectations: students’ expectations for their own attainment; parental expectations for children’s attainment; and teachers’ expectations for students’ ability and behavior. These expectations, while mutually reinforcing, each play a unique and important role in social stratification, and we highlight theoretical connections between the micro level (i.e., interactions) and the meso and macro levels (i.e., inequality in education and in the broader society). We conclude by discussing areas in the sociology of education in which a social psychological approach may be particularly useful.