This thesis investigates the wide gender gap in education. In Canada in 2000, only 40% of those graduating with undergraduate degrees are male, and 48% of those graduating with Master's degrees are male. And the gap is still widening. Only at the Doctorate level do males outnumber females: 59% to 41%: but this gap has closed from 64% males to 36% females in the two year period from 1998 to 2000. This situation is similar in the United States. This seems to be a massive failure in equity.  I interviewed six teachers at the kindergarten, primary and high school levels. The primary level is where the problem begins. Teachers reported that boys learn differently from girls in various ways, and the education system privileges girls; that male teachers are needed as role models; that more activities are necessary for boys; that gender separated classes sometimes work for boys, without jeopardizing female accomplishments; and more.  Finally, I offered ten recommendations to reform this inequitable education system.