High School marks the end of adolescence and the entrance into adulthood. During his junior and senior years in high school, a young male begins to establish his individuality. This study examines high school students' perceptions of teacher effectiveness based on teachers' age and gender. The researcher focused on gender conflict between young males and young female teachers. Questionnaires were distributed to five teachers--two young females, two older females, one older male--who administered the questionnaires to 166 junior and senior level males and females in seven different classes. The results indicated that male and female students differ in their perception of young female teachers on at least four issues: (1) Teacher disciplinary practices; (2) Teacher competence; (3) Teacher effectiveness; and (4) Teacher concern for the needs of their students. Males experienced difficulties in dealing with young female teachers in the areas of discipline and authority, thus reflecting the psychological development of the male adolescent entering his pre-adult stage. However, the study revealed similar perceptions among male and female students in numerous areas, such as teacher organization, teacher respect for student, teacher being manipulated by student, and student ability to accept teacher's directions and criticism. Three appendices list the questionnaire and the response percentages. Contains 20 references. (RJM)