This thesis entitled, “Teacher Gender-responsive Practices on Student Self-Actualization and Learning” is underpinned by the Gender Schema Theory developed by Carol L. Martin, Charles F. Halverson, and Sandra L. Bem and the Self-Actualization Theory of Abraham Maslow intended to find out answers to the following questions: 1.) What is the level of Teacher Gender-Responsive Practices in terms of language, activities, instructional delivery, and classroom dynamics? 2.) What is the level of the students Self-Actualization in terms of socialization, recognition, and interpersonal? 3.) What is the level of student learning in terms of class participation, communication skills, and technical skills? 4.) Is there a significant relationship between Teacher Gender-responsive Practices and Self-Actualization? and 5.) Is there a significant relationship between Teacher Gender-responsive Practices and Student Learning? The mean and standard deviation were used to measure the teachers gender-responsive practices on students self-actualization and learning. Paired with Pearson R Correlation to determine the relationship between teacher gender-responsive practices to students self-actualization and learning. Analysis revealed that the level of Teacher Gender Responsive Practices in terms of language, activities, instructional delivery, and classroom dynamics are very prominent in the school, as well as the very aggregable level of the students Self-Actualization in terms of socialization, recognition, and interpersonal, the level of Students Learning in terms of class participation, communication skills, and technical skills. It also revealed that there is a relationship between teachers gender-responsive practices and the students self-actualization and learning. Based on the results and conclusions, it is recommended that other researchers conduct a similar study on different curricula and students from different levels is necessary and may provide a deeper understanding of the students self-actualization and learning. A future study may also be conducted to examine the implication of teachers gender-responsive practices on differentiated instruction for other variables such as self-efficacy or leadership.