While one can assume that most educators try to be fair and attempt to provide equitable learning opportunities for all students, it is not uncommon for them to slip into their own stereotyped attitudes and treat males and females differently. Research on gender in classroom settings indicates that males are called on more frequently and given more time to answer questions. Furthermore, they are given more specific feedback about their efforts and work. While males are punished more often for their egregious behavior, females are praised for being neat and quiet. Similar teacher behaviors have been reported in physical education classes. Research has shown that some physical education teachers interact differently with, and provide more corrective feedback and practice opportunities for, their male high-skilled students compared to their female and low-skilled male students. Most of the teachers were unaware of their different behavior toward the two, but even when they became aware of it they found it difficult to change. This article provides some background information regarding research on gender stereotypes in the physical education setting and its impact on students' lives. Furthermore, it suggests some teaching strategies that could assist with developing a deeper awareness of gender stereotyped behaviors, and enable the educator to provide an even more equitable teaching environment. (Contains 2 figures.)