<p>This study explores science teacher&rsquo;s stages of concern towards the implementation of gender responsive pedagogy in their science teaching process. Concern Based Adoption Model (CBAM) had been used as the therotical framework for this study. The participants of this study consist of 380 primary school science teacher in Malaysia and had been selected randomly. Each of the participants completed the Stage of Concern Questionnaire (SoCQ) comprising 35 items, which was published, based on CBAM. The researcher had conduct the descriptive analysis using mean and percentage based on SoCQ Quick Scoring Device, while inferential statistics using T-test and ANOVA was used to see the difference between science teacher&rsquo;s level of concern in term of gender and education level. The study show that the science teachers&rsquo; level of concern in implementing gender responsive pedagogy is at the stage concern of self, which is the level of concern in information. In other word, this finding revealed that science teachers have low knowledge and need more information on how to implement gender responsive pedagogy in their science teaching process. Furthermore, there was no significant relationship between all levels of teachers&rsquo; concern with gender, but for teachers&rsquo; level of concern based on academic qualifications, there were a significant difference for the level of concern in personal between teachers with a bachelor&rsquo;s degree and teachers with a doctorate.</p>