There are clear reasons why gender equality is a key component of the SDGs, and science education also has a bigger influence on achieving the goals. Hence, this study assessed SDG 4 (Gender equality) in senior secondary school science students’ enrolment in Zamfara State. Ex post facto descriptive research was employed, and data was collected from 32 senior secondary schools (male schools = 16 and female schools = 16) through pro forma. The instrument was reliable since it was used to collect data from the existing record. The data collected were analysed using time series plots and charts. The result of findings shows that the trend of male students’ enrolment in science decreases from 2015 to 2024, while that of female counterparts first increases, then decreases in 2021 till 2024. However, there is a gap between the male and female students’ enrolment, which is in favour of male students. The gap decreases between 2015 and 2020 and increases again between 2021 and 2024. This has a serious implication on attaining SDG 4 (Gender equality). Therefore, among other things, the researchers recommended that the state government ought to promote the enrolment of female students in science disciplines to address the disparity in enrolment between male and female students, thereby aligning with the objectives of the Sustainable Development Goals.