Considerable evidence now exists of the problem of boys’ underachievement in a wide range of academic subjects, including geography. This paper offers examples of, and suggests tentative solutions to, problems of underachievement based on the findings generated by a research project conducted in an English secondary school. In so doing it raises questions about the ways in which geography is often taught and assessed, and considers the extent to which these factors determine the different levels of performance of the genders. We conclude by questioning whether the readily observed gender differences in assessed performance in geography are predominantly related to the students’ innate abilities, attitudes or to the types of assessment regularly used to measure their levels of attainment.