Abstract-Despite research investigating gender differences in second language motivation, the examination of such differences with a coupling of motivation and achievement evidence is less common. Given that increased motivation is a contributory factor of achievement (e.g., Schmidt et al., 2001) where gender can also be an influencing variable, it is important to examine the influence of gender on motivation and proficiency in second language education. The following article explores the motivation of 87 Grade 6 early French immersion students through the means of a questionnaire, grounded in Gardner's socio-educational (1985) and MacIntyre's (1994) willingness to communicate models. Through multiple regression analysis, the questionnaire findings were examined to see, which if any, variables predicted French proficiency as measured through a multi-skills French test. The female participants outperformed the males in French reading, writing and speaking, whereas only one significant difference was found on the questionnaire items (i.e., language awareness). Although the multiple regression analyses showed both increases and decreases in French achievement according to questionnaire items, where there were significant differences being female was associated with increases in French achievement. These findings offer a gateway to further research, as educators strive to offer quality second language education to all.Index Terms-second language motivation, second language education, French as a second language