Little conclusive evidence is available on the relationship between teacher gender and student achievement. However, a great emphasis has been placed on hiring more female teachers, both internationally and in India. Given this context, this paper investigates the relationship between student learning outcomes and the presence of women teachers in Indian classrooms. Our analysis shows that male and female teachers differ in terms of their classroom management practices and their belief in students' learning ability. In partial support of the policy of hiring more female teachers, it also shows that being in a female teacher's classroom is advantageous for language learning but teacher gender has no effect on mathematics learning. (Contains 5 tables and 14 notes.)