The influence of gender in the understanding of scientific concepts has been receiving the attention of many scholars all over the world. In particular, the need to address the under-representation of females in science subjects and to identify appropriate methods of improving female instruction, as well as their learning of science seems to have received greater attention. This paper contributes to knowledge on science curriculum by using factor analytic approach to investigate teachers’ perception of integrated science curriculum in Nigeria. Data were collected from 303 (192 males and 111 females) Junior Secondary School Integrated Science Teachers of Integrated Science Curriculum in Nigeria. The results showed that nine and ten principal component factors were extracted from correlation matrices rotated by the varimax criterion for male and female teachers respectively. The resultant nine factors from male teachers’ responses accounted for 62.2% of the total variance on the perception profile while ten factors identified for female responses accounted for 69.0% of the total variance on the perception profile. The results indicate that gender disparity exists in the teaching and learning of science in Nigeria.