Three private preschool classes, one with 3-year-olds and two with 4-year-olds, were observed to determine if there was differential treatment of boys and girls. The observer used an observational form developed to observe and assess sex equity or inequity in teacher-child interactions. The data obtained from the observations was processed through the Statworks program. A t-test was run on the following teacher responses: teacher gives a soft reprimand, teacher gives praise, teacher gives directions, and teacher comments. The results revealed that for each type of the four teacher responses, no significant difference was found in the way the preschool teachers responded to girls or to boys. This was in contrast to other available research studies that found boys and girls were treated differently by their teacher in the classroom. In 8 out of the 10 studies, boys received more attention than girls, in some instances negative and in some instances positive. In the remaining two studies, girls received more attention in one study and more reinforcement in the other than boys received. The null hypothesis, that there is no difference in teacher-child interactions with boys and girls at the preschool level, was accepted based on the t-test results. Differences between this study and the older studies indicate, perhaps, a greater awareness of sex equity or inequity by educators. Appendices contain the Sex Equity/Inequity Observation form, the Sex Equity in the Preschool Classroom questionnaire, a transmittal letter, and tables pertaining to the study. Contains 12 references. (Author/TJQ)