The purpose of this study was to explore the relationship of gender between actual and preferred classroom environment and use of technology in the science classroom of Turkish students. Employing stratified random sampling procedures, data were collected from 985 students from schools across twelve different districts in Istanbul, Turkey. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), developed by Aldridge and Fraser (2003), was used in this study. The TROFLEI was translated into Turkish using a multistep process. Independent samples "t"-tests were conducted on each of the scale items to evaluate the relationship between gender and the students' actual and preferred use of technology in the science classroom. Our findings show that differences clearly exist between genders in their actual and preferred perceptions of classroom environment and their use of technology in the science classroom. This knowledge can serve as valuable information as educational reforms continue to evolve and educators seek to reach all students in their classrooms.