Verbal and non-verbal communication interactions have a strong influence on the social construction of gender. Therefore understanding the classroom interaction structures and the subsequent socio-cultural context is a vital commitment for any teacher. Furthermore, since gender is constructed in the day-to-day interactions of children's lives, concerns for promoting equality in the lived experiences of women and men must recognize the importance of early, daily communication structures in which patterns are first observed, tested, and legitimized by authority figures such as parents and teachers. Typically, philosophers of education aim to assist teachers in clarifying their beliefs about teaching in general. For many teachers, a philosophical approach for understanding classroom practice is hampered by their limited exposure to philosophy. Thus, philosophers of education have to aid teachers to re-conceptualize the meaning of philosophy of education, evaluate the bearing philosophy has on the kinds of questions they ask, and use philosophy as a tool to understand the juncture of theory and practice in the classroom. This exploratory ethnographic study aims to describe how two teachers' unexamined philosophies impacted the construction of gender within the practices of their classroom and to consider the powerful impact these practices may have had on the lives of their students. This study also explores the degree to which teacher reflection can go beyond general belief statements. It examines how two different teachers organized their classrooms, the effects this organization had on children's interactions, and, most importantly, how the teachers could have used philosophical reflection to recognize the impact they were having on gender development. The results illustrate the need to better prepare teachers who are able to reflect on how their beliefs shape their classroom interactions, and thus, the development of children's gender identity.