The purpose of this study was to investigate the effect of home-based 'educational multi-correlates', an inter-related group of factors relating to a child's home environment, on academic achievement in a primary school in Rwanda. The specific educational multi-correlates considered in this study were parental education level, parental involvement in the child's education, and family socio-economic status. The students enrolled in the study were 334 children -- 167 boys and 167 girls -- at a private primary school in post-genocide Rwanda. The primary instrument used to gather data was a Likert scale survey. This, along with the students' academic records and test scores, was used to answer the following research question: To what extent do specific home-based educational multi-correlates impact academic achievement based on gender within a Rwandan primary school context? The relationships between the independent home-based variables and the dependent variable of academic achievement were measured using descriptive statistics, correlations, multiple regressions, and t-tests. The results confirmed the hypothesis that gender was a relevant factor in explaining differences in the educational correlates and the students' test scores. Student gender was also found to have a significant effect on parental involvement and family socio-economic status as measured against test scores.