This study attempted to examine the participation and performance of female students inrnscience and mathematics streams in Awassa College of Teacher Education. Descriptivernsurvey deign was employed for this study. To gather the required data, four sets ofrnquestionnaires were used. A total number of 190 subjects, that include, collegerninstructors (N=23), high school teachers (N=42) and college students (N=125)rnparticipated in the study. In addition to this, data on the total student enrollment in therncollege during the last seven years and their cumulative GPAs were secured throughrndocument analysis.rnFindings regarding participation revealed that very few females were found to berninterested in science and mathematics, while the large majority (65%) was enrolled inrnlanguage stream. As a result, a glaring gender imbalance was clearly observed inrnscience and mathematics streams.rnResults on achievement suggested that, female students in science and non-sciencernstreams achieved significantly lower than their respective male counter parts. A 0.05rnsignificant level was used for comparison of means. However, the mean cumulative GPArnof females in Science (J.1= 2.44) is found to be slightly higher than the mean cumulativernGPA of females in non-science streams (J.1=2.39).rnAs to gender based factors, evidences indicate that home factors which include parentalrnattitude and domestic labor seems to affect females' attitude and performance in thernfields. Factors in the school environment that include gender stereotyped perceptions ofrnsubjects and the resulting gender specific views about talents in subject areas appear tornbe major factors that hinder females to participate in science and mathematics streams .rnTo increase females' participation in science and mathematics streams, changing therngendered environment of schools, offering counseling and guidance to female studentsrnso as to improve their attitude and perception toward science and mathematics subjectsrnare among the recommendations forwarded