This article examines the combined effects of race and gender on teachers' perceptions of students' social behaviors. A sample of 984 Black and White teachers who rated 6- to 11-year-old Black and White children was drawn from the data of Behavior Assessment System for Children (BASC). Analysis of covariance was conducted separately for White and Black male and female teachers at three levels: overall, subscale, and item levels. Findings suggest that teachers' perceptions of student social behaviors are a result of complex interactions of students 'and teachers 'race and gender Female teachers perceived female students more positively regardless of teachers' race. White female teachers perceived White students more positively the same way that they perceived White male students more positively than Black male students, but Black female teachers made no distinction. Cultural congruence theory is applied to interpret the findings, and three major recommendations are made.
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