Previous research in education has investigated the relationship between gender and perceptions of musicality, suggesting that teachers' assessments of boys' and girls' achievements in music are different and unequal. This empirical study attempts to explore that relationship in more detail, building on research from the late 1990s, by asking whether teachers' quantitative judgements of musical compositions are linked with their perceptions of the gender of the composers. Sixteen beginning music teachers studying at a large university in the UK were the subjects of the study. The article describes the three stages of the research and the subjects' responses to each stage. Although the small sample size prevents firm conclusions being drawn, the results tentatively suggest that the beginning teachers did link perceptions of musical quality with perceptions of gender. This finding is discussed, and recommendations for further research are made. (Contains 1 table.)