Prospective teachers (N = 171) read an essay that manipulated the ethnicity of the student-author (European American, African American, Asian American, or none mentioned). They then rated the author's intelligence and probable future success and estimated the author's GPA. The Asian American student was seen as more intelligent than the control student, but ethnicity did not affect the other dependent variables. The findings may be explained by the stereotype validity model as the essay suggested the author might have characteristics stereotypical of an Asian American. Future research should examine whether experienced teachers will evidence a similar lack of bias.