Extensive research exists on the influence of gender on parental speech and on parental teaching behaviors, but interactions between the two have not been explored. I investigated the impact of gender on parental teaching behaviors by examining the ways in which parental gender, infant gender, the gender of the object, and parents? implicit beliefs about gender influenced the teaching of novel object labels. The parent-child interactions were coded for gender-dependent behaviors and parental speech patterns. This data was analyzed in conjunction with the results from the Implicit Association Test. Visual representations of the data revealed not statistically significant patterns, possibly because of low power. Mothers displayed more stereotypical gender beliefs than fathers; this trend should be investigated in future studies.