In this case, student interest and learning markedly increased through communication of positive expectations by the instructor, despite the contradictory expectations of the institution's staff and the student-inmates themselves. Despite guards' and administrators' predictions of high drop-out rates, 16 of the original 23 students completed the course, all with a 'C' or better. Many students performed far beyond general course requirements. Given the initial low motivation and negative expectations of staff and inmates, this successful learning experience may be attributable to the explicit and implicit positive expectations of the teacher and the ongoing positive reinforcement of goals and achievement made throughout the course. 4 notes and 24 references. (Author abstract modified)