This chapter aims to provide an assessment of current status of gender differences in learning outcomes across school subjects, grade levels, and geographic regions and change over time in gender differences in learning outcomes. Learning outcomes are defined as academic achievement or academic competence tested through standardized paper-and-pencil instruments. This chapter uses the most recent data (obtained between 1995 and 2005) measuring learning outcomes from several regional and international student assessments to identify where the greatest challenges are in reducing gender differences in learning outcomes and provide tentative explanations of observed gender differences in light of existing research and literature. As a result of this analysis, strategies can be offered for the course of actions that may be taken by government, international agencies, and civil society. Overall, this chapter addresses, from the gender perspective, the sixth goal of the Dakar educational aims: improving all aspects of the quality of education and ensuring excellence for all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and life skills (see UNESCO, 1990).