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Studies show that the educational choices and academic success of girls and boys are still different (Gaussel 2016; Vouillot 2014; Vouillot, Steinbruckner, & Thiénot 2011). One of the factors that could explain the persistence of these differences is related to students’ experiences, through gender-differentiated pedagogical practices, particularly illustrated by interactions in class. The research presented here is based on the observation of 20 classes of students aged between 9 and 12 in French and mathematics lessons. It shows that, even if, as recent research suggests, the percentage of teacher-girl interactions and the percentage of teacher-boy interactions are not significantly different as a whole, regardless of the discipline, differences remain for certain types of interactions. Girls are thus congratulated and encouraged for their efforts and motivation. They receive less criticism than boys relating to their motivation, behavior, or skills. Finally, girls, more than boys, respect school rules and do not answer questions that are not intended for them. These results are discussed with regard to public policy measures that aim to “teach in an egalitarian way.”