In this article, the author explores how a well-respected teacher, who students identified to be caring and supportive, differentially responded to her students across gender. Using narrative inquiry and gender theories, everyday classroom interactions between a teacher and a Latina mothering student are examined to unpack how gendered frameworks of understanding interfered with teacher-student interactions. The exploration illustrates how good-intentioned teachers can go down a slippery slope of power and control if gendered expectations are left unchecked.