The study investigated student-rating of teaching behaviour of Chemistry teachers in public secondary schools in Ekiti State. Participants were 750 SS II Chemistry students (Male=375, Female=375) selected from 75 schools across the 16 local government areas of Ekiti State based on purposive and stratified random sampling techniques. Data were collected using a 30-item Teaching Behaviour Questionnaire (TBQ) clustered into seven categories (CATi = 1,2,3,…) ranging from attendance and punctuality in class to evaluation of students' work. Each item was rated on a five-point scale namely: excellent = 5; very good = 4; good = 3; fair = 2 and poor = 1, with reliability coefficient = 0.713 using Cronbach a and analysed using means, standard deviations, item-total correlations and t-test tested at 0.05 level of significance. Results showed that the teaching behaviour of Chemistry teachers was good; the rating was statistically reliable and devoid of gender bias. It was recommended that teachers should justify the rating ascribed to their teaching behaviour by improving on their pedagogical skills to enhance better learning and performance of students in Chemistry.