A total of 182 college students in The Netherlands participated in a study assessing the effects of a college teacher's gender, term of address (title vs. first name), and mindfulness (i.e., openness to novelty, awareness of both context and content of information; Langer, 1989) on perceptions of the teacher's status, likabiiity, and femininity. Participants read and answered questions about a fictional transcript of a class session taught by either a male or female teacher addressed by first name or title and acting in a mindful or mindless manner. As predicted, teachers were perceived to hold higher status if male and if addressed by title. Mindful teachers were rated higher than mindless teachers on both femininity and accessibility, but not status.