TO DETERMINE WHETHER SEX IDENTIFICATION INFLUENCES TEACHERS' EVALUATIONS OF STUDENTS WHEN BEHAVIOR IS HELD CONSTANT, 128 WHITE FEMALE TEACHERS RATED STUDENTS FROM STORIES RELATING IN OBJECTIVE TERMS THE BEHAVIOR OF A HYPOTHETICAL NINE-YEAR OLD CHILD. THE STORIES WERE CONTROLLED SO THAT THE BEHAVIORS PRESENTED FOR BOTH SEXES WERE CLOSELY PARALLELED. BOTH ORDERLY AND DISRUPTIVE STUDENTS WERE PRESENTED. FOLLOWING THEIR READING, THE TEACHERS EVALUATED THE STUDENTS ON 80 BI-POLAR SCALES, WHICH THEN UNDERWENT FACTOR ANALYSIS. AMONG THE FINDINGS WERE (1) BOYS WERE RATED MORE ACTIVE, MORE GREGARIOUS, MORE ACCEPTED BY THEIR PEERS, DIRTIER, AND BETTER LEADERS THAN GIRLS. (2) BOYS WERE RATED HIGHER THAN GIRLS FOR ORDERLY, BUT LOWER FOR DISRUPTIVE BEHAVIORS. (3) ORDERLY BOYS AND GIRLS WERE JUDGED EQUALLY QUIET, BUT DISRUPTIVE BOYS FAR MORE NOISY THAN DISRUPTIVE GIRLS. (4) DISRUPTIVE BOYS AND GIRLS WERE SEEN TO ACHIEVE EQUALLY LITTLE IN SCHOOL BUT ORDERLY BOYS AS ACHIEVING MUCH MORE THAN ORDERLY GIRLS. (5) DISRUPTIVE BOYS AND GIRLS WERE PERCEIVED AS HAVING ABOUT THE SAME NEED TO BE LIKE OTHERS, BUT ORDERLY BOYS AS HAVING STRONG DESIRES TO BE DIFFERENT AND ORDERLY GIRLS AS HAVING A STRONG DESIRE TO BE LIKE OTHERS. IT IS CONCLUDED THAT SEXUAL PRECONCEPTIONS INFLUENCE A TEACHER'S PERCEPTIONS AND EVALUATION AND CAN RESULT IN DIFFERENTIAL TREATMENT. PAPER PRESENTED AT MEETING OF EASTERN PSYCHOLOGICAL ASSOC., (BOSTON, APRIL, 1967). (AW)