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We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased teacher judgements partly mediated the effect of gender on later achievement. Despite these common findings, cross-country differences emerged in the extent of teacher judgement bias as well as its mediation of gender achievement gaps. We conclude that this is a topic of relevance across national contexts and where the institutional and societal setting needs more attention in future research. • Above and beyond achievement, teacher overrate girls in language, underrate them in mathematics. • Teacher judgement bias predicts later student achievement net of earlier achievement. • Teacher judgement bias contributes to gender achievement gaps. • Despite these common findings, cross-country differences emerged. [ABSTRACT FROM AUTHOR]