The Cambodian government has been successful in raising girls' enrolment and academic achievement in recent years, with girls' enrolment reaching 100% in 2021 and girls outperforming boys in reading, writing and mathematics at Grade 5 level. While this is hugely encouraging for girls' education in the country, these statistics alone do not help us to understand the extent to which gender imbalances are being addressed and improved within the classroom. Therefore, together with their research partner, the Cambodia Development Resource Institute (CDRI), Education Development Trust (EDT) has undertaken research to explore this issue. Specifically, EDT wished to interrogate the question of whether schools and classrooms in Cambodia are simply gender-sensitive and aware of gender discrimination, or whether they are moving to actively root out and address gender imbalances--demonstrating aspects of gender-responsiveness. Key findings demonstrated that although progress has been made in moving towards gender-responsive approaches, more work remains to be done to move beyond practices that simply ensure parity but instead address underlying biases and safeguarding issues. School leaders, middle-tier officials, and ministry personnel also need to support school- and classroom-level level efforts to understand and implement gender-responsive pedagogy. This in turn highlights a clear need for improved teacher training and standardised, clearly defined policy and programming language.