It is evident from literature that boys, especially African-American boys are viewed as "troublemakers" and this perception begins with teachers at the preschool level. In this paper, the author examines whether or not students in early childhood education from a community college receive adequate gender-sensitivity training. The students from a teacher education program established baseline by assessing their own attitude about teaching boys and girls using a Likert-type scale. Results revealed the existence of diverse attitude (neutral, negettive, and positive). This paper proposes the infusion of nonsexist approach through a Reflective Based Observation (RBO) scheme to be incorporated in an observation course. This would help early childhood students to engage in self-reflection about their attitudes and expectations about boys, and the effect of these attitudes and expectations on their teaching.