Over the past years, a large body of scholarly literature has developed to address gender inequity in the developed world, and suggestions for reducing the gender gap are well documented in the literature. However, still lacking in research is why there is gender inequity in mathematics and science education in African schools. Girls are not receiving the same quality, or even quantity, of education as their male classmates in both subjects. This article discusses this gender bias, the discriminatory policies, and the consequences. It also suggests several promising strategies for discovering long-term solutions to this problem. (Contains 1 table.)