This paper addresses issues which have been studies in a number of countries in recent years both in Europe and beyond, and which have been discussed at previous ERRA conferences (McPhee, 2005, Carrington, 2005). Evidence from published studies of attainment and from nationally available sources would seem to indicate that there is underachievement in educational performance by boys, as opposed to that of girls. This evidence is seeen at all stages of education, but the present paper will focus on the primary sector in particular. It would appear to indicate that underachievement by boys is most evident in langauge, and perhaps less so in mathematics and science. This underachievement by boys is perceived to have given rise to a number of 'moral panics' which in turn have raised fundamental questions about the roles gender in education and society more widely. Various explanations have been found for this perceived 'underachievement' by boys, in different contexts. These explanations include the feminsiation of the teaching profession - particularly in the early years and in primary school education: the employment of teaching and learning styles and activities which are less suited to those preferred by boys: and issues related to early literacy. In turn, these explanations have led to proposed 'solutions' including gender matching between teachers and pupils: active learning activities for boys and initiatives to encourage improvements in male literacy in the early stages. The paper will review the arguments and evidence for these explanations and solutions, referrring to studies from both major systems of the United Kingdom, Finland, Australia, Canada and the United States. In doing so, it will review the nature of the moral panics; the relationships which exist between gender and achievement more widely, and will also draw upon important perspectives from learning and teaching in primary education. The methodology used is that of the meta study. Studies carried out in the countries outlined above generate their own evidence. In the case of the UK national systems, both authors have participated as lead investigators. Evidence from other studies is compared and evaluated and conclusions are formed. The indications so far suggest that gender matching in primary schools in order to address male 'underachievement' is not as important as other factors in affecting performance: that while active teaching and learning styles are more suitable for some boys, they are less suitable for others, and that the same situation applies equally to girls: and that some initiatives in early literacy have had a marked effect in improving the performance of boys. Carrington, B and Skelton, C. (2003) Re-thinking 'role models': equal opportunities in teacher recruitment in England and Wales. Journal of Educational Policy 18(3) 253-265. Carrington, B; Tymms, P and Merrell, C (2005) Role Models, school improvement and the 'gender gap' - do men bring out the best in boys and women the best in girls? Paper presented to the EARLI 2005 Conference, Nicosia. British Journal of Eductional Research, in press. Condie, R; McPhee, A; Forde, C; Kane, J and Head, G (2006) A Review of Strategies to Address Gender Inequalities in Scottish Schools. Final Report. Edinburgh, SEED Forde, C; Kane, J; Condie, R; McPhee, A and Head, G (2005) Strategies to Address Gender Inequalities in Scottish Schools: A Review of the Literature. Edinburgh, SEEDConference proceedings / European journal or gender related journal