Studies have indicated that educators have unfavorable opinions about pupils from ethnic minorities, many of whom are Muslims, who are stereotypically linked to traditional gender norms in Germany. Thus far, there has been no investigation of the role of student gender or implicit attitudes in this particular scenario. We used an unconscious Association Test to gauge unconscious biases toward Muslim students relative to Christian pupils among 136 teachers in our sample. There were fewer favorable implicit and explicit opinions about male Muslim students than toward female pupils. Teachers were asked to consider their reactions after reading a scenario involving social exclusion. The student's gender and religion influenced the teachers' responses. Our research suggests that one factor contributing to ethnic minority kids' educational disadvantages may be Islam.