The purpose of this study was to explore whether, in naturalistic physical education classes, the relation between teachers' early expectations and students' later perceived competence was moderated by the extent to which the motivational climate created by the teachers was autonomy supportive. Using a one year longitudinal design, data were obtained from 421 students and 22 teachers from 10 French junior high schools. Multilevel analyses revealed that (1) teachers' early expectations were related to students' later perceived competence, particularly when these expectations were positive, and (2) this relation was stronger when the classroom motivational climate was low in autonomy support. Implications for future research and educational practices are discussed.