Increasing postsecondary enrolments, reducing university drop-outs, while, simultaneously, boosting graduation rates, is a worldwide dilemma, currently challenging any university and any educational system. One of the most pressing issues facing universities, however, is the number of students, who fail to graduate. The literature survey on gender differences in scholastic performance indicates mixed results. The outcome of "degrees awarded" is a commonly used indicator in assessing the efficacy and effectiveness of engineering programs. This study conducted a comparative examination of undergraduate "degrees awarded" to females and males, for the period between 2003 and 2014, over five undergraduate engineering programs at School of Engineering (SOE), Moi University (MU). The analysis is based not only on graduation numbers, but on deeper differentiation in terms of six types of graduation outcomes (degree classification). In addition, the study attempted to determine whether there are significant gender differences in graduation types and rates, among undergraduate students at SOE, MU. This study also reviewed the individual and institutional level factors, that jointly predict students' likelihood of completing a bachelor's degree in engineering. This article is an account from a larger gender related study based on SOE, MU. Major finding of the study is that, female undergraduate engineering students performed as well as, and in some instances, even better, than their male counterparts. The study recommended several areas for further research, as well as, specific recommendations (departmental and school level) as to how to increase graduation rates.