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Description: Gender and family socioeconomic status (SES) are essential dimensions of educational inequality that may interact in shaping intersectional inequality. This study addresses teacher expectations and stereotypes, which may contribute to intersectional inequality. The study relies on two samples of teachers and students in German primary schools (sample 1: NTeachers=69, 94% female, NStudents=1,049 (German language)/1,027 (mathematics), 48% female; sample 2: NTeachers=698 (German language)/614 (mathematics), 94% female; NStudents=4,732 (German language)/4,117 (mathematics), 51% female). Two-level regression analyses revealed additive gender and socioeconomic bias in teacher expectations in German language and mathematics, but no intersectional bias (i.e., constant gender bias along family SES and similar socioeconomic bias for girls and boys). Further, teachers with more traditional gender stereotypes showed stronger gender bias, while SES-related stereotypes were unrelated to teacher expectations. We discuss how additive teacher expectation biases relate to the broader concept of intersectionality, potentially shaping unique educational experiences at the intersection of gender and SES.