The effect of the variables of student sex, grade level, and student achievement on teacher sex role expectations was assessed. Two hundred responses from 70 classroom teachers on the Teacher Sex Role Perception inventory (an adaptation of the Bem Sex Role Inventory) were analyzed. Of the four variables considered, student achievement alone was a highly significant predictor. Teachers classified high-achieving students as androgynous and masculine. Low-achieving students were classified as feminine and undifferentiated. This negative relationship between the feminine sex role and high achievement may be a factor in declining female achievement over grade level.