Introduction. – Teachers tend to develop negative expectations and behaviours towards students coming from low socioeconomic backgrounds. Objective. – The objective of this study was to test the influence of teacher political orientation, as well as their attachment to power and universalism values, on their predictions of academic success towards students from different socioeconomic backgrounds. Method. – Eighty-eight high school teachers (Mage = 38.04 years; 44.3% men) responded to a questionnaire of political ideology and values, as well as to a questionnaire evaluating their prediction of success towards male high school students from different socioeconomic backgrounds. Results. – Teachers predicted a better academic success for students coming from a high socioeconomic background. Despite relatively small effect size, political ideology, as well as attachment to power and universalism values, predicted the bias of judgment. Conclusion. – Taking into consideration teachers’ ideology and values would deepen understanding of processes underlying expectations development