The aim of this study was to better understand gender interactions between teachers and students in high school physical education. Gender interactions were explored in relation to the theory of reflective practice. Interview data were examined as four case studies using individual and cross-case inductive analysis. Two common themes emerged: (a) teachers believed their gender interactions were equitable, and (b) teachers accepted the traditional gender socialization process. Results are discussed in terms of the contradictory nature of the teachers' expressed beliefs (espoused theories) of gender equity in their classes, while emphasizing gender difference in both skill level and behaviors (theories-in-use). (Contains 7 tables.)