The purpose of the study was to analyze gender differences in teacher studentrninteraction. To this end, a descriptive method was employed in the study. ScvcnrnEnglish teachers and 48 students werctakcn as sample of the study from fourrnprivate high schools in Addis Ababa. A modified observational instrumentrn(INTERSECT) and questionnaire were employed in the data collection process.rnThe data obtained using classroom observation and question ire werernanalyzed by using percentage and a statistical method chi square.rnResults of the data analysis indicated that significant differences werernevidenced between teachers' use of evaluative interaction type, and evaluativernIrninteraction content towards male and female students . The general levels ofrnteacher student interactions, the extent of reprimands, and the involvement ofrnstudents in interaction with the teachers a ll show domination by males. Femalernftudents' participation in asking and answering questions is very limited.rnTeachers also give more chances to male students in classroom interaction.rnAlthough no significant difference was observed between male and femalernstudents' talk initiation, teachers' talk initiation showed significant difference inrnrelation to students' talk initiation.rnFinally, based on the major findings it was recommended that teachers need tornbe educated about gender equitable teaching during work shop or seminars,rnadministrators could also incorporate observations of gender equity into theirrnregular classroom observations and it would be beneficial to provide teach e rsrnwith current articles regarding gender equity as they are published.