This research evaluated the teachers and students’ perception of gender responsiveness in the curriculum in Lipa City Colleges (LCC), and examined how the responsiveness to gender of the instructional materials, learning activities, and teacherstudent interactions within the classroom relate to and influence the relationship of important learning behaviors such as student motivation and participation. By understanding the interactions within this dynamic system of perceptions and behaviors, the study aimed to provide empirical support in developing strategies and interventions, necessary to address institution-specific concerns and needs in terms of providing gender-equitable approach to learning. Utilizing a quantitative, survey-correlational research design, data were collected from randomly-selected faculty members (n=58) and students (n=690) from the eight college departments of Lipa City Colleges, using both self-constructed and adapted measures. Analyses of the collected and tabulated data were done using the SPSS, including PROCESS Regression Analyses, a macro-program created by Hayes (2016). Results showed that teachers and students in LCC perceive that the curriculum, particularly in terms of instructional materials, learning activities, and teacher-student interactions, is gender-responsive. However, gender responsiveness in the curriculum remains to be a concern for the institution, as evidenced by the considerable disagreement between the perception of teachers and the students. Male students are at a more disadvantaged position compared with their female counterparts. It was also revealed that gender responsiveness has both motivational and engaging value. Meaning, good perceptions of gender responsiveness in the curriculum are generally associated with higher motivation, and with increased participation and decreased disengagement in learning experiences. Gender responsiveness in the curriculum mostly influence, through a moderating role, negative learning behaviors. However, the levels of gender responsiveness must be at above average level to be able to affect how student motivation predicts participation to learning experiences. Several implications were derived from these findings, and recommendations were made such as further research, inclusion gender-related strategies in teachertraining, and involvement of all stakeholders in the planning and implementation of gender-responsive enhancement programs in the curriculum.