This study looked to determine whether consultation practices with a gender inclusive focus provided additional benefits, following traditional classroom management establishing increased labeled praise and opportunities to respond. Three middle school math teachers participated in two consultation phase. The first was a traditional, classroom-management focused phase. After labeled praise stabilized, the consultant introduced a gender inclusive phase of consultation. Data are analyzed via a multiple-baseline-across-participants design depicting rates of classroom labeled praise, opportunities to respond, called on, and participation. Traditional, classroom-management consultation was effective in increasing labeled praise and opportunities to respond, however discrepancies between genders emerged with female students receiving more labeled praise and participating more. The gender inclusive phase was terminated prematurely due to school closures associated with COVID-19, however emerging data suggests this phase reduced gender disparities by increasing positive outcomes for male students. Thus, students are likely to benefit from the application of gender inclusive interventions, beyond consultation focused on management alone. Implications for research and consultation practice are discussed.