This paper argues that implicit self-stereotyping is moderated by the potential for social evaluation in that situation. It was hypothesized that implicit self-stereotyping is facilitated when social cues (i.e., gaze cues) signal social evaluation. This study examined whether gaze cues affected implicit self-stereotyping related to gender stereotypes regarding math competence. A pilot study demonstrated that just a presentation of direct-gaze cues (vs. averted-gaze cues) signaled social evaluation and social norms. The main study revealed that gender differences in math identity were more prominent under direct-gaze cues, relative to averted-gaze cues. Women showed more negative math identity than men did when they were exposed to direct-gaze cues, but not when exposed to averted-gaze cues. Moreover, these effects were particularly prominent among women with stronger implicit math-gender stereotypes and female identity. These findings improve our understanding of how and when implicit self-stereotyping occurs in social situations.