Despite major progress in recent decades, girls’ education in Uganda faces several challenges, particularly low retention, high dropout, and a lack of skills development. The government has sought to address these issues by introducing gender-sensitive pedagogy into the curriculum and teacher training. Findings thus far suggest that this approach has not fully translated into changes in the classroom. This policy brief examines the education policies in Uganda with special attention to those that support the use of gender sensitivity in the curriculum and classroom. It explores the benefits of a gender-sensitive pedagogy and reflects upon the findings of a survey conducted with 70 teachers and 109 students from eastern and central schools in Uganda on the use and impact of this approach in schools and classrooms. Finally, this brief provides recommendations to policymakers on how to implement gender-sensitive pedagogy appropriately to improve girls’ education.