The manuscript explores gender stereotyping in performance evaluations in undergraduate mock trial competitions. The central hypothesis is that gendered expectations for attorney and witness behavior in the legal community inform and influence the evaluation of undergraduate performance in relation to communication methods, argumentation structure, fact presentation, and witness portrayals. Coaching techniques that seek to maximize competitiveness reinforce and perpetuate the stereotypes by training students to behave in ways that conform to gendered expectations. Using a comprehensive analysis of score sheets (judge evaluations) from tournaments, direct observation of competitions, interviews with coaches from multiple programs at all levels, and ballot comments, the manuscript assesses the significance of gender stereotyping in shaping evaluations provided by the attorneys who judge competitions. The manuscript also analyzes the relative success of male and female participants, using quantitative data on ballot scores, rankings, and individual awards. (Contains 8 tables.)