The role played by gender in EFL classroom (English as a Foreign Language) interaction has been a focus of research for many years (e.g., Sinclair & Coulthard 1975, Thorne 1979, Kelly 1982, Sadker 1999, Chavez 2000, Rashid & Naderi 2012). The aim of this study is to investigate if the gender composition in the classroom influences the teacher-pupil interaction. Findings from ethnographic observations of two classrooms show that the gender composition of the class influences the pupils’ interaction towards the teachers but not the teachers’ interaction towards the pupils. However, research of this kind is still scarce since teacher-student interaction has been the focus in earlier research, not the gender composition itself. The pupils’ interaction differs between the two classes in this essay: in the class with female majority the female pupils interact more with the teacher than the male pupils do, while it is vice versa in the other class. Therefore, this study is contradictive to earlier studies; female pupils/students do not tend to dominate the classroom interaction.