Are teachers expectancies correlated to their nonverbal emotional behavior? Would such correlation be stronger if the pupil succeeds in the task? Would these nonverbal behaviors differ according to the cultural context? This study investigates teachers’ emotional nonverbal behavior toward their pupils in a performance context with either positive or negative expectation, in two different cultures (Belgium and Brazil). Belgian teachers were working in a university town. Brazilian teachers were working in the small town of Brasilia, located in central Amazonia, with little cultural resources. The same procedure has been applied to both samples. It was conducted in a natural school setting and the teachers were not aware that their nonverbal behavior was the object of the study. Teachers’ expectations and objective academic performance were manipulated unobstrusively. Among the most important results are cultural differences: Brazilian teachers emitted simultaneous nonverbal behaviors while Belgian teachers emitted sequential nonverbal behaviors.