This study is centered on describing gender differences in the discourse of teacher-student and interaction in an Egyptian mixed ESL classroom. The study addresses teacher solicits to male and female students to see whether there is any differential teacher treatment. Through an analysis of teacher solicits it attempts to find out whether teacher attention is directed more to male or female students. Moreover, the type of feedback directed to each gender along with the responses of the teacher to the students' solicits is being analyzed. There are three dimensions to the study: gender, gender in relation to foreign language classroom, and foreign language classroom research. Further, gender as related to Second Language (SL) classroom is dealt with as evident in classroom interaction in teacher-student interaction. In order to achieve the objectives of this research six English as a Second Language (ESL) classroom sessions in a mixed Egyptian secondary school are audio-taped and transcribed. The transcribed data are coded to find out length and frequency of utterances of each gender. The study has both a quantitative and qualitative research design. Its importance lies in its attempt to highlight the linguistic aspect of gender differences in mixed English as a Second Language (ESL) classroom. The results of the study reveal that teachers pay more attention to male students in the form of directing more solicits, more feedback, and more responses to them.