Conducted 2 experiments to assess the effects of 5th-grade teacher sex on male and female student reading performance. Exp. I served as a pretest measure; the Iowa Test of Basic Skills Reading Comprehension subtest was administered to 534 5th graders having 10 male and 10 female teachers. Exp. II served as a posttest measure by analyzing achievement data from the same school system 1 yr later. (Ss were 712 6th graders due to an increase in the number of male teachers to 13.) Results show superior reading performance by girls. There was no significant effect of sex of teacher on male or female reading performance. It is suggested that further studies experimentally vary elements of the classroom environment relevant to sex-role standards rather than assume that these elements are correlated with sex of the teacher.