The purpose of this study was to identify students' expectation of teachers' behavior in physical education classes, and to examine the relationship between this expectation and students' self-perceived competence. The total of 1192 junior high school students (613 boys and 579 girls) completed two kinds of questionnaire. One of them was used to detect types of behavior students expect from their teachers, and the other to evaluate students' level of physical competence and perceived control. Exploratory and confirmatory factor analysis revealed four expectation factors for teacher behavior (enriched learning environment, equal relationship between teacher and student, criticism, encouragement). The results showed that girls had higher expectations than boys for all teacher behavior factors, except for criticism. In fact boys expected more criticism than did girls. Furthermore, there was a moderate positive correlation between perceived control and three expectation factors of teacher behavior (enriched learning environment, equal relationship between teacher and student, encouragement), despite a weak correlation between physical competence and all students' expectation factors. These results indicate that girls expect closer and more positive interaction with their teachers than do boys. In addition, it was also revealed that perceived control had stronger effects on students' expectations of teacher behavior during physical education classes in comparison to physical competence.