This study explored differences in disciplinary approaches of male and female teachers toward male and female children, examining the connection between educator's gender and method of disciplining urban, elementary school aged children. Participants were 20 New York State certified and licensed teachers in two elementary schools. Teacher surveys contained eight behavioral scenarios (four scenarios with boys and four with girls). The scenarios ranged from least to most problematic and were listed in random order. Each scenario question provided a situation in which an educator could react in order to discipline the student involved. Responses for each scenario were listed in random order and ranged from most assertive to least assertive disciplinary action. Data analysis indicated that although there were many similarities between male and female teachers' discipline responses, male teachers were more likely to select a more aggressive disciplinary approach toward boys. More of both the male and female teachers opted to not acknowledge boys' behavior than that of girls when the child's behavior was not aggressive. Female teachers were slightly more consistent with their disciplinary responses for both boys and girls. (SM)