Female students have been discriminated against right from birth in their various cultures and this affects the way they perform in Spoken English class, and how they rate themselves. They have been conditioned to believe that the male gender is superior to the female gender, so they leave the male students to excel in spoken English, while they pick up the rear. A drastic re-orientation was done to change this wrong self-perception of the female students, using the current 100 level Spoken English class in Benson Idahosa University, as sample. This paper, therefore, examines the impediments to female students learning Spoken English; it verifies the performance of male and female 100 level students in Spoken English in the last semester examinations; it proffers strategies for enhancing the performance of female students in spoken English; it assesses the success of the strategies; it concludes and recommends that: Lecturers should use strategies that are not sexually suggestive; female students should be well grounded in the study of phonetics and phonology; the university should assist the female students to have a better self-image; female students should be encouraged to speak more in class, answer questions, imagine and present short dialogues in class.