This study explored how early childhood practitioners perceive young boys and girls in the classroom. Specific research questions addressed include: (1) Are the perceptions that practitioners have of young boys and girls significantly different?; and (2) If there is a difference, what is the nature of that difference? The study identified whether these differences are seen positively or negatively among early childhood practitioners. Descriptions of young boys and girls in their classrooms written by 100 early childhood day care teachers were analyzed and the descriptions used to construct two sets of descriptive word lists. The two descriptive word lists were presented to the research participants, who were asked whether adjectives used to describe male and female preschoolers were positive, negative, or neutral; participants were also asked to write their perceptions of each preschool group. The findings indicated that the teachers' perceptions of preschoolers' gender differences were significant. The teachers tended to be less appreciative of the male preschoolers' way of playing, constructing knowledge and its use. Most teachers, who tend to be female, perceived female preschoolers as positive and sensitive learners. (Contains 39 references.) (SD)