This study examined the general secondary school (GSS) science teachers‟ gender-responsive pedagogy (GRP) practicing status. To realize this, the researcher employed a convergent mixedmethod design. Science teachers (n=280), department heads (n=22), school principals (n=8), and students (n=16) of General secondary schools of North Wollo Zone, Ethiopia were participants of the study. The student respondents were selected via snowball sampling technique. Besides, the science department heads, science teachers, and school principals were selected comprehensively. The study employed a questionnaire, interview, researchers‟ review reflection, and focus group discussion as data-gathering instruments. The quantitative data obtained were analyzed via one-sample t-test, independent sample t-test, and one-way ANOVA. The qualitative data were also analyzed and interpreted thematically. According to the findings, the GSS science teachers of the Zone were effective to consider gender in their teaching. They were successful in the gender-responsive (GR) language use, classroom setups, classroom interactions, and in addressing sexual harassment. This might be resulted from possible opportunities of GRP. However, according to the findings, science teachers of GSSs of North Wollo Zone were ineffective to have GR lesson plans and instructional materials. They were also unproductive to manage sexual maturation because their roles were affected by economic, cultural, school, and even teacher-related factors. The study also found both teachers‟ sex and teaching experiences did not influence their GRP practices. So, teachers need to prepare and use gender-responsive lesson plans and instructional materials, and they are also required to help youths in their sexual maturation management activities.