The present study aimed at exploring the gender-stereotyped beliefs, practices and awareness of 131 teachers employed at a community of six private schools guided by a religious charity association in Beirut, Lebanon. About Ifegbesan (2010) Teacher`s Gender Stereotype Questionnaire was adopted to evaluate the extent of these teachers gender stereotyped behaviors in the private school classrooms. The responses generated from filling the questionnaires via e-mails formed the collected data. The study employed SPSS to deduce the results and analyze them through descriptive statistics, ANOVA and T-Test. The indicated outcomes and results revealed variance in levels of gender-stereotyped behaviors among the surveyed teachers. ANOVA test results disclosed that teachers' variables demonstrated in demography, gender and years of experience had no statistically significance in affecting teachers' gender-stereotyped beliefs, practices and awareness. The findings uncovered the necessity of helping teachers in acquiring the knowledge and awareness in order to avoid the negative effect of the gender stereotyping and its sensitivity while dealing with learners. Moreover, results presented a call for all educators headed by the ministry of Education to develop textbooks and materials, establish mechanisms to monitor and evaluate education policy implementation from a gender equality perspective.