The present research work attempts to investigate gender-based differences in academic performance in the subject of English among students at Government Degree College Takhte Nasrati, Karak. The study focuses on a sample of 60 students enrolled in the BS English 8th semester, comprising 30 male and 30 female students. Data was collected through a structured questionnaire and the analysis of students’ academic records in English. The results indicate that female students consistently outperform their male counterparts in terms of academic achievement, interest in the subject, self-confidence, and effective study habits. These findings highlight the influence of both intrinsic factors—such as motivation and learning strategies and extrinsic factors—including social support and educational environment on language acquisition. The study underscores the presence of gender disparities in English language performance and emphasizes the need for targeted interventions. It recommends a collaborative approach involving teachers, students, and institutional stakeholders to create a more inclusive and supportive learning.