Previous research has shown that both vocal and visual cues are utilized in stereotyping and that teachers' stereotypes of students' ethnic and social class backgrounds affect both their expectations and evaluations of them. This study offers evidence toward the following questions: (1) do teachers evaluate students differently according to mode of presentation, students' ethnicity, and social class? and (2) what is the relative influence of aural and visual cues upon teachers' evaluations? Videotapes of Grade 5 and 6 Anglo, black, and Chicano middle and lower class students were presented to 156 teachers who rated the students on 15 semantic differential scales. A 3 x 3 x 2 analysis of variance for repeated measures revealed significant effects for all 15 scales. Anglos were rated most positively, followed by blacks; chicanos were rated least favorably. Middle class Anglos and blacks were rated more favorably then lower class Anglos and blacks, respectively; however, class made no difference in the ratings for Chicanos. The aural mode of presentation transmitted more cues than the visual mode. (Authors/RJ)