Introduction Classroom interactions have been a fascinating study for many psychologist and sociologists alike. The issue and question that come to mind is that of the role of gender in the interaction. This applies to both instructors’ and students’ gender. Ideally, there should be an equal chance at interacting among all the students and tutors in a University setting. However, too many studies have revealed that this is hardy the case. It is very important to point upfront that these same studies have revealed that this kind of experience is often very subtle (Teaching Resource Center, 2007). To a large extent, the lectures have been found to be ignorant of their biases in dealing with their male or female students. The gender roles and expectations are sometimes too deeply integrated that the instructors are amazed to even realize they have them. At the same time, the gender roles play out among the students as well (Sadker, 2002). Interactions in a class room situation entails factors such as the course content, the multi-cultural issues in any classroom and therefore the way students are grouped for learning. In addition, the lecturer’s knowledge of the diverse background experiences of the students is critical. His or her decisions, remarks, and behaviors become the key to the kind of interactions experienced in the classroom (Tannen, 2001). It is because of this complexity experienced in analysis of this aspect that this observation seeks to contribute to the unfolding debate. It seeks to consider whether male and female instructors relate differently to their classes. Further, it seeks the students’ and instructors responses based on gender dynamics in the classroom. Methodology In social research several methods or a combination of them can be employed to arrive at the desired answer. Representative classes from each faculty and college were randomly selected and then purposive sampling employed to arrive at the sampling unit. The aim of the selective sampling was to ensure that only classes who had both male and female instructors as well as those with male and female students were selected for this exercise. At the same time, preference was given to classes which had an almost equal number of males as were females. In the event that this was not possible, the alternative was to administer the questionnaires to those in classes in which the minority gender was not less than one third. The assumption was that the number of a particular gender will also create a dynamic in the interactions. To avoid any bias based on this, the selective or purposive sampling was utilized (Hyde, 2005). To answer the overarching question regarding gender roles and classroom dynamics, an observation was instigated with the view to understanding the ethnographic behavior of both teachers and learners with regard to interactions during learning. Semi-structured questionnaires were given to students and instructors. The questionnaires were distributed at the beginning of the semester and students were encouraged to make their observations throughout the training sessions to capture all aspects of the interactions with the instructors. The targeted target was at least a 55% response which was above the required rate of response (Erica, Heidi, & Stephen, 2007). This w