A federally funded research study, Project Equality, employed nonsexist teaching materials and inservice teacher training to expand the occupational and social role perceptions of pupils. Ninety-one volunteer pilot group teachers and their K-6 classes, representing a socioeconomically varied school district in Seattle, Washington, participated in the study. The teachers attended an introductory workshop. They were encouraged to examine and use nonstereotyped materials such as books and films, occupational simulation packets, and speakers, and participate in additional workshops. At the outset, the 91 teachers and 16 comparison teachers with no special background were given a Teacher Tendency to Stereotype Questionnaire in order to determine the effect of project participation on attitudes and the relationship between teacher attitudes and amount of pupil attitude change. Pupil attitudes were measured pre- and posttreatment by paper and pencil tests asking about participation by sexes in various activities and occupations. Residualized gain scores were used in calculating average gain by classroom. These show that (1) pilot group and comparison group teachers were not significantly different in stereotypic attitudes; (2) teacher classroom behavior correlated positively with pupil attitude change for grades K-2, but not significantly for grades 3-6; and (3) pilot group girls in grades K-2 showed less positive attitude change than boys, but girls in grades 3-6 showed more positive attitude change than boys. (AV)