This study investigated the difference in attitudes towards the teaching profession male and female teachers under training in North Rift region, Kenya. The study was guided by and Wenger and Functionalist theory of attitudes (FAT) proposed by Daniel Katz. The study was an empirical research based on Mixed Methods research design comprising Ex post facto and Descriptive survey designs. The study population consisted of 1000 student teachers, 85 lecturers, 380 mentors (cooperating teachers) and 66 head teachers, and 2 County Directors of Education. The study sample was 30% of the study population; Purposive sampling was used to select 26 lecturers and 20 head teachers, simple random sampling to select 114 mentors (cooperating teachers) and 300 student teachers who then were stratified into categories of school based and regular programmes while Census sampling was used to select 2 County Directors of Education. Split half method was employed to establish the reliability of the instruments. A pilot study was conducted covering 10% of the target population which was excluded from the final study. Content validity was established by availing the instruments to experts in the area from the Department of Educational psychology. From the results, the Chi square value (χ), was 32.096 at p=0.005, which is less than 0.05, implied that there was an association of attitude towards teaching profession and gender of the students. The study therefore concluded that the gender of students affect their attitude towards teaching profession. The study carried out ANOVA test to establish if there is any relationship between attitude towards teaching profession and gender of students. From the results, the F-statistics was recorded as 112.922 at p=0.007, at 95percent confidence level, implied the model fitted between the attitude towards teaching profession and the gender of students. The study therefore rejected the null hypothesis and concluded that attitude towards teaching profession is affected by the gender of students. The findings of this study would add to the existing knowledge base in the area of teacher education that may benefit the Ministry of Education and other interested parties.