This study explores the gender-stereotyped beliefs and perception of secondary school teachers’ in classroom practices. A total of 250 teachers’ participated in this study. A self-administered questionnaire was used to generate responses from teachers on how gender-stereotypes are played out in their classroom practices. Data were analysed using descriptive statistics, one-way ANOVA and t-test. Results indicate that most of the teachers surveyed directly or indirectly promote gender-stereotypes. However, ANOVA test revealed no statistically significant difference between some demographic variables and the three aspects. From these findings, it is recommended that teacher education curricula for both preservice and in-service must be permeated with opportunities to acquire gender sensitivity knowledge, skills and develop attitudes in classroom layout, use of resources, responsibilities for activities, discipline, classroom language and teacherstudents interaction. In addition, Federal and States Ministries of Education need to develop textbooks and materials, establish mechanisms to monitor and evaluate education policy implementation from a gender equality perspective.