The primary purposes of this investigation were to (1) examine teacher evaluation ratings from five groups participating in teacher evaluation training in an effort to assess the level of anticipatory set bias, and (2) to assess the effect of teacher evaluation training and teacher evaluation experience on anticipatory set bias. This analysis attempted to establish the degree to which an effective or ineffective set influences evaluator ratings of teacher overall performance and teaching strategies independent of anticipatory set;One hundred six educators involved in teacher evaluation training in Erie, Pennsylvania; Fort Wayne, Indiana; Independence, Kansas; and Ames, Iowa provided data for this study. During the summer of 1987, these educators participated in an activity designed to assess the extent of anticipatory set bias. A teacher performance rating scale was designed and field tested for this study. Using this instrument, participants rated teacher performance of a teaching lesson with an effective or ineffective set. Evaluator ratings were used to test several hypotheses;The effect of anticipatory set bias was tested comparing evaluator ratings of those who viewed the ineffective set lesson with those who viewed the effective set lesson. Effective set lesson evaluators rated teacher performance significantly higher on overall performance than ineffective set evaluators. Other teaching strategies independent of anticipatory set were also rated significantly higher by effective set evaluators;There was no positive relationship between the degree of teacher evaluation training held by the evaluator and teacher performance ratings. Nor was there a positive relationship between years of teacher evaluation experience held by the evaluator and teacher performance ratings.