The expectation of teachers as a concept has been included in the studies of social psychologists Rosenthal and Jacobson and later in the literature as the subject of many studies. Factors such as teacher characteristics, professional problems, school structure, environment and student profie affect the expectations of teachers. With the contracted candidate teachership which has started to be implemented in Turkey as of 2016, differences regarding teachers’ working time, personal rights, designation conditions, extra lesson payments, permits, etc. have occurred. With this differentiation, teachers’ expectations have also differed. The failure to solve the problems arising from this differentiation and to meet the expectations lead to the deterioration of the organizational culture and to the increase of the problems further. In line with this information, the aim of this study is to examine the expectations of the contracted candidate teachers. The study group of the present research is composed of 20 contracted candidate teachers working in the 2018-2019 academic year, in the Dicle Secondary School under the body of the Ministry of National Education. In the study, among the qualitative research methods, the holistic single-case technique was applied. The data were collected through the interview form created by the researcher. The data were analyzed with descriptive analysis technique and content analysis technique. As a result, it is determined that the participants expect their personal rights (designation, permission, extra lesson, etc.) to be the same as the permanent teachers in order to prevent the hierarchy between teachers and to increase the professional motivation. In addition, the participants approve the contracted candidate teachership in case it is properly implemented, with regard that it increases the professional competence and the students receive continuous education.