This article examines the effect of students’ physical attractiveness on a variety of judgments made in educational settings. This review discusses the following issues: (a) methodology for studying physical attractiveness in the classroom; (b) teacher judgments, expectations, and impressions of physically attractive students; and (c) the influence of moderator variables such as gender, race, conduct, and physical attractiveness effects. A descriptive and a meta-analytic review of the research indicated that physically attractive students are judged usually more favorably by teachers in a number of dimensions including intelligence, academic potential, grades, and various social skills. The potential influence of moderator variables—such as, student gender, race, and past performance on the physical attractiveness bias—is also examined. Finally, the possible mechanisms responsible for the attractiveness effect and the limitations of this research are discussed.