Abstract: This study investigated whether gender influences the perceptions of TPACK constructs among male and female student teachers in public universities in north-central Nigeria. The study adopted the cross-sectional survey design carried out using the TPACK questionnaire across the study's sample. Sample selection for the study was based on a multi-stage sampling technique. Accordingly, a questionnaire was distributed to a sample of 529 male and female student teachers in their final year enrolled in three universities in Kwara State, Nigeria. They responded to the study tool that was accessed after the validity and reliability of the tool had been verified using Cronbach's Alpha. The data were analysed using statistical mean and Mann-Whitney U test. The findings revealed that gender differences in student teachers' perceptions of their Technological Knowledge (TK) and Technological Content Knowledge (TCK) favouring male respondents. However, the results showed no statistically significant differences between male and female student teachers in technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The study's conclusions, recommendations, implications, and limitations are based on the research findings.

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