Previous research indicated disproportionality in the number of Black boys described by their teachers as exhibiting behavioral problems when compared to other races or genders. Many of these comparison studies lacked specifics on teacher variables, behavioral data between instruments, or perceived differences across students' genders. The current study compared data provided to Black boys and to Black girls provided by their Black female teachers. This data was obtained across three sources: ratings of prosocial skills, conduct grades, and allocation of ClassDojo points (positive and negative). Findings indicate that Black female teachers rated Black girls as having significantly higher prosocial skills; however, conduct grades did not indicate a significant difference. Positive ClassDojo data indicated no significant gender differences; however, Black boys received significantly higher negative ClassDojo feedback than did Black girls. Therefore, feedback provided to both Black boys and Black girls was inconsistent across data collection methods conducted by same race female teachers. Implications of these findings are discussed.