The study examined gender differences on the perceived effectiveness of physical punishment among selected secondary school students in Ile-Ife, Nigeria. This was with the view of investigating and evaluating gender differences on the effects of physical punishment in encouraging or discouraging effective and conducive learning environment hence, fostering generally accepted behaviours vital for the nation's growth and development among secondary school students. The quantitative data for the study was collected from 230 teachers in 12 purposively selected secondary schools through simple random sampling technique. The quantitative data collected were analysed using descriptive and inferential statistics. The Qualitative data collected through In-depth Interviews and Focus Group Discussions (FGD) were analysed using the TextBase Beta.The study revealed that there was no significant relationship (F-Val =.515, P ≤ 0.05; F-Val = .743P ≤ 0.05; F-Val = 2.584, P ≤ 0.05; F-Val = 1.26, P ≤ 0.05; F-Val = .952, P ≤ 0.05; F-Val = 2.06, P ≤ 0.05; F-Val =1.190, P ≤ 0.05 and a T-test analysis on gender yielded a t-val=. 135, P≤ 0.05 respectively) between teachers' demographic attributes such as (gender, age, marital status, religion, level of education, rank of teachers, length of service) and their perception. This shows that there are other variables other than gender that influences their adoption. However, the Qualitative analysis showed the influence of religion on teachers' perception, (King Solomon, in the Book of Proverbs [13:24]), (Proverbs 22:15, KJV) and (Proverbs 23:13, 15, KJV). In conclusion, there was no gender difference on the adoption and perception of physical punishment among both the teachers and students. Both sex perceived physical punishment as an effective disciplinary measure for effective and conducive learning and for correcting and maintaining discipline among secondary school students' as well as, in molding and shaping their cognitive and psychosocial characters for national growth and developmental.