This study examines the impact of female teachers on female students’ academic performance and study behaviors exploiting random student-teacher assignment in Chinese middle schools. Analyzing data from the China Education Panel Survey, we find that female students achieve substantially higher test scores in mathematics and Chinese and exhibit improved class attendance behaviors when taught by a female teacher. The effect on math scores is more pronounced among disadvantaged or low-achieving students, whereas similar patterns are not evident in test scores for other subjects or in study behaviors.