This paper examines issues concerning teachers’ attitude, classroom behaviour and expectations towards children of marginalized groups. The aim of the study was to examine teacher’s attitude, classroom behaviour and expectations toward marginalized children. 40 Schools were randomly selected. A total of 200 teachers were randomly selected for the sample of the study. A structured interview schedule and observation of behaviour in natural classroom setting were used. Findings reveal that secondary school teachers double marginalize children of disadvantaged groups in the classroom settings. There is significant relation between the mean score of Classroom Behaviour and attitudes of teachers towards of Marginalized Children and there is significant relation between the mean score of Classroom Behaviour and Expectations of teachers towards of Marginalized Children.