The importance of gender mainstreaming as well as the central role of the female gender in the development of every society informed the adoption of the Nigerian National Gender Policy in 2006. The policy identifies patriarchal dominance in the Nigerian political, cultural and socioeconomic spheres which hinders development and calls for the transformation of this disadvantageous state in order to set the country on a path to sustainable development via legislative actions, policy reforms, gender education and capacity building to stimulate a positive gender culture in the country. This study examined the level of gender education in schools within Zaria LGA using survey research. Findings show that knowledge of the National Gender Policy is essentially absent amongst most teachers in schools and there has not been any deliberate attempt by the government to provide any gender-related education and capacity building trainings for teachers and key stakeholders in the education system in Zaria LGA. The traditional patriarchal gender culture still prevails and influences important issues such as the activities, responsibilities, roles and career directions of the students which is continually reinforced by the teachers. The implications of this trend is manifold. Thus, based on findings, the study recommends the immediate training and re-orientation of teachers on the importance of gender education and mainstreaming as well as partnerships by the Federal Ministry of Women Affairs and Social Development and the Ministry of Education and other related agencies towards gender-sensitive school curricula.