This study examined whether teachers respond differently to various problem behaviors as a function of student gender. Prospective teachers (N=155) were presented with a description of a male or female student exhibiting either internalizing, externalizing, or solely academic problem behaviors. Participants indicated their likelihood of referring the child to special education on a 100-point scale, their attribution for the child's behavior using the Causal Dimension Scale, and their expectancy for the child s future success using the Generalized Expectancy for Success Scale. Data were analyzed via a series of 2 by 3 analyses of variance. No gender effects were observed. Participants rated students with externalizing behavior problems more negatively on all dependent variables. Students with academic behavior problems were seen as less likely candidates for special education than students with behavior problems, least responsible for their own behavior, and rated as having the highest perceived future expectancy. Results suggest that prospective teachers may have less negative views of academic difficulties since such difficulties are seen to be more within the domain of teacher expertise than are either aggressive behaviors or affective difficulties. (JLS)