Motivational beliefs and selected study habit variables were examined as potential mediators of the relationships between gender and academic task engagement. A total of 284 (male = 163 and female = 121) randomly selected preparatory secondary school students involved in the study. A path model was used to identify exact mediator variables, visa-vise, intrinsic motivation, time management and note taking skills were found to be significant mediators. As it was expected gender exhibited indirect effect 011 academic task engagement via these mediator variables.