Abstract
This conceptual paper hinges on the critical feminist lenses to interrogate the challenges faced by female students in combined science education. It also suggests strategies to mitigate these challenges. By analysing secondary data, this conceptual study found challenges related to access, identity, socialization, content, pedagogy, teacher attitude and expectation, and classroom interaction as negatively affecting the female students in the teaching and learning of combined science. The researcher attests that such factors contribute immensely to the underrepresentation of female students, reduced confidence, low participation, and underachievement in combined science. The study recommends the need for a gender-responsive formal and hidden combined science curriculum. There is a need to deconstruct the myth that combined science education is a male domain. The study also recommends strict adherence to and monitoring of gender policies to correct the gender disparities in science education to maximize the potential of female students as important human capital for scientific development for the benefit of Zimbabwe.