This study argue that mainstreaming as the government’s major approach for promoting gender equity in Cameroon is not put into practice despite sensitization in communications and expressions by international organizations about gender inequality. This could be via socio-cultural factors currently limiting the mechanisms existing in ministries to the extent that they cannot function effectively. Hence the educational gab between females and their male’s counterpart is still wide in many developing countries of which Cameroon is one. There are yet ways in which the implementation of gender mainstreaming might be encouraged. These have been found through a comprehensive analysis of gender mechanisms in one ministry as case study. Thus the justification of gender inequality in higher education distinguished between different aspects of education and should explain those contexts in which women have attained parity as well as those in which they continue to lag behind men. The fact that these exist at all is a facilitating factor for gender mainstreaming. However, the majority of mechanisms are struggling with the dual mandate of mainstreaming, which involves both a focus on improving gender awareness inside ministries, and applying gender analyses to ministerial policies, programmes and budgets. Ethnographic studies with both qualitative and quantitative methods are greatly exploited in this study. Besides focusing on girl’s education ensures economic security, improved living standards and more choices in careers will result to poverty eradication.