A descriptive survey approach was used in this study to investigate preservice teachers' gender-stereotyped beliefs and perceptions of gender-stereotyped classroom practices. Participants included 422 preservice teachers (196 males and 125 females) from Tumu College of Education in Ghana. The participants were chosen using a convenience sampling technique. The Teacher's Gender Stereotype Questionnaire, adapted from Ifegbesan (2010), was completed online by participants. To answer the questions asked, descriptive and inferential statistics were used. According to the findings of the study, pre-service teachers have positive gender stereotypes beliefs, and perceptions of gender-stereotyped classroom behaviors. There were also significant differences in gender-stereotype beliefs among pre-service teachers based on sex, age, and academic level. Correlation analyses demonstrate significant relationships among age, sex and academic level, and gender-stereotyped belief. Multiple regression analysis found that gender, academic level, and age are all predictors of perceptions of gender stereotype beliefs. The study's implication is the need of educating pre-service teachers about gender stereotypes. There is also a need for gender-sensitive knowledge and pedagogies to be integrated into teacher education curricula.