The present study explored gender inequality in K to 12 basic education, based on the experiences of first year pre-service science and mathematics teachers. It also determined if pre-service teachers' pursuit of a career in science or mathematics teaching was related to gender influences. A survey instrument was used to gather data for the study. Data were then subjected to descriptive statistics, multiple regression and Pearson moment correlation analyses. Results showed that the majority of students experienced gender inequality in their K to 12 basic education. However, they agreed that they still pursued a career in science or mathematics teaching based on factors such as teacher-student interaction, teaching strategy, verbal teacher response and instructional materials. Gender inequality therefore is not a great predictor of career choice in science and/or mathematics teaching. However, to increase enrolments in the course, in-service science and mathematics teachers should focus on enhancing and developing the factors which influence the students' career choices.