The middle level years (ages 9-15) are particularly critical for young adolescent students as they explore who they are, and how they fit into the world (AMLE, 2020). Developing an awareness and understanding of how genders are sometimes treated inequitably can have a significant impact on young adolescents' self-perceptions and developing sense of academic competency (Parker, 2010; Steensma et al., 2013). This investigation sought to incorporate student voice into the conversation by considering perspectives from both teachers and students, as well as documenting observable behaviors during regular classes. By intersecting these three data sources and analyzing for commonalities and disconnects, a more accurate picture of gender bias in middle level classrooms may result. Observational findings support existing research that teachers interact significantly more often with boys than with girls in general in both positive and negative ways. Teachers are aware and report that they do treat students of different genders differently but tend to focus on behavior/discipline as opposed to academic success. Student responses indicate that they perceive teachers to have a very stereotypical view of the content areas in which boys and girls excel, but this is not reflected in data collected from teachers about their own self-perceptions. Implications for classroom practice and further research are discussed.