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This article discusses girls and boys experiences of gender in primary schools in Cotonou (Benin). Despite rising educational levels, gender inequities in education persist. Boys and girls are enrolled in primary schools in equal in Cotonou but there is an unequal treatment. Our objective is to explore gender segregation, and the treatment of boys and girls in primary schools during the lessons. Two schools were included in the study. We employed 26 teachers completed in-depth interviews and classroom observations. Our findings indicate that gender role norms influence interactions between teachers and students and teaching. The classroom organizing and the sharing of the responsibilities (for the classroom cleaning for example) are also influenced by gender’s representation gender.