The term the "female advantage" is commonly used to describe gender inequalities in education, including in early childhood. This study seeks to problematize this idea by including the intersection of children's race and gender. This article examines race and gender disparities in teachers' perceptions of children's problem behaviors and student-teacher conflict, using recent national data on kindergartners. The author finds that teachers' ratings of past problem behaviors mediate the gap in teachers' perceptions of current problem behavior and student-teacher conflict between Black girls and White boys. In contrast, non-Black girls retain their "advantage" over White boys. Drawing upon theories of intersectionality, the author discusses the implications of the findings for understanding the unique schooling experiences of Black girls in early childhood.