Purpose: The purpose of this paper is to investigate relationships between gender, A-level scores and scores on the learning and study strategies inventory (LASSI) of undergraduate students. Design/methodology/approach: The participants for this study were selected at random from the overall LASSI sampling exercise and males and females were compared using the LASSI scales at a Hong Kong University. Findings: Gender differences in cognitive functioning and achievement do not always favour one sex with the literature related to intelligence testing suggesting that males outperform females on tests of visuo-spatial ability, and mathematical reasoning whereas females do better on tests involving memory and language use. This paper examines relationships between gender, A-level scores and scores (LASSI) of undergraduate students and argues that whilst there are significant gender differences in A-level scores, these provide limited practical information at a cognitive level. In contrast, the data from LASSI allows a more detailed and practical metacognitive analysis suggesting significant gender differences in certain areas of self-perceived performance, with females demonstrating significantly higher levels of self-regulation and a more positive attitude to academic study than their male counterparts. Originality/value: The analysis of the data produced by the LASSI indicates that there are significant differences in self-perceived metacognition between the genders. (Contains 5 tables and 2 figures.)