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We examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.  Women showed stronger implicit negativity toward math than men did, and equally strong implicit gender stereotypes.  For women, stronger implicit math=male stereotypes predicted greater negativity toward math, less participation, weaker self-ascribed ability, and worse math achievement; for men, those relations were weakly in the opposite direction. Implicit stereotypes had greater predictive validity than explicit stereotypes.  Female STEM majors, especially those with a graduate degree, held weaker implicit math=male stereotypes and more positive implicit math attitudes than other women.  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