The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self-concept, general ability, metacognition, and attributions were examined in relation to students' responses to self-concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differences in metacognitive knowledge. However, teachers seem to maintain a holistic perspective of achievement: high achievers in contrast to low achievers are ranked as having better metacognition, higher self-concept, and stronger effort and ability attributions about success above and beyond actual group differences. The results are discussed in terms of their implications for teacher-student interactions and resulting impact on teaching practices and student achievement.