This study aimed to determine the gender lens of Senior High School educators and learners in General Biology, particularly on The Cell's content standards. The content standards that exhibited most biases were identified. The Gender Lens Instrument in Biology, a validated and reliability-tested tool (Cronbach's [alpha] = 0.81) was used to determine the gender lens of the seven teachers and 339 Grade 12 STEM students from public and private schools in Iloilo City. The gender lens of teachers and learners were checked for each motivation activity of the seven content standards. Content standards where the gender lens of respondents leaned towards a particular sex were identified as having gender disparities and were considered gap-laden. Results revealed that the gender lens of respondents leaned towards one particular sex in some activities of the content standards of The Cell, particularly in Cell Theory, Cell Structure and Function, Cell Types, Cell Cycle, and Transport Mechanisms. These disparities were reflected in the functions and attributes of each of the sexes, hence the 5th goal of Dakar Framework for Action has yet to be fully achieved. Findings of this study would serve as basis in creating learning modules or teaching exemplars that would provide a gender-fair approach to teaching and learning General Biology, particularly on the topic The Cell. With gender-fair teaching and learning materials, female and male learners will then find equal opportunities in the field of Science education.