To contribute to the realization of the Millennium Development Goal (MDG) by the United Nations on the promotion of gender equity, the researchers sought to empirically verify the existence or otherwise of gender inequality in the agricultural and science achievement of urban and rural, male and female students in Ogbomoso North Local Government area of Oyo State, Nigeria; and whether parental socio-economic status and school location, taken independently, are significant factors in the achievement of the students. By simple random sampling, 240 students (50% males, 50% females) were selected from three schools each in urban and rural settings of the secondary schools and a 30-item four option multiple choices agricultural science achievement test (ASAT) was constructed and administered. Two validated instruments were used to collect the data while descriptive and t-test statistics were employed for data analysis. The findings indicated that gender, schools location and socio-economic status have effects on students' performance in agricultural science as a subject. A major implication of this study is that collective efforts of the governments and other educational stakeholders should be put in place.