Education is home to one of America's most pervasive gender stereotypes. A disproportionately low frequency of male elementary school teachers has reinforced such stereotypes. This study was designed to investigate gender stereotypes further. Forty-three undergraduate students answered questions assessing their attitudes and
views towards four different fictitious teachers. The teacher descriptions were varied by gender and competency (incompetent versus competent). Competent teachers were rated significantly higher across all
measures including emotional supportiveness and subject-area competency, while teacher gender produced no significant differences on any of the measures. However, participant gender interacted with teacher competency significantly for leadership ratings. The findings do not support the bulk of previous findings on stereotypes in education. Implications and future research ideas are discussed.