As teachers design lessons, their considerations influence their instructional practice. Researchers have found that teachers often have preconceived ideas about gender and large-scale assessment data show gender differences in mathematics achievement. Given the differences in gender performance, and recognizing the role that gender considerations may play in teaching, this study focuses on teachers' considerations of gender during the lesson planning and implementation process. Findings indicate that teachers in the study minimally consider gender when planning lessons and evidence shows a lack of explicit gender considerations during instructional practice and in conversations about teaching. Results imply that considerations of gender may be quite implicit, which raises concerns about the implications of gender perceptions for student learning in mathematics.