Word Processing skills are required today by every business education student on graduation. Acquisition of necessary skills in word processing, is therefore non-negotiable. This study sought to evaluate gender differences on the impact of Moodle and Edmodo platforms on mean achievement scores in Word processing skills among business education students in South-West, Nigeria. The study adopted the non-randomized pretest and posttest, control group, quasi experimental design using 3 x 2 involving intact classes for the treatments. Three null hypotheses were postulated and tested for significance at 0.05 level. The sample comprised 249 National Certificate in Education (NCE) business education students in three federal colleges of education in South-West, Nigeria. Data was collected using the Word processing achievement test (WPAT) whose reliability index was found to be 0.770. Analysis of data was done using descriptive statistics and Analysis of Covariance. Findings revealed a significant main effect of Moodle (LMS) platform on post achievement scores of participants. Two-way interaction effects of treatment and gender on achievement scores in word processing skills was not statistically significant. It was recommended among others that the use of Moodle platform be employed to improve on male and female business education students’ achievement in word processing skills.