Gender in education is an important and relevant topic because of the benefits countries experience with an educated female population such as improved economic success and improved government success, and because of the general merit of a right to education. The gender structure of a country's education system also reflects the initiatives of a government, the norms of a society, and a country's expectations for its female population. As education is mainly a public function, its provision to female students is greatly related, if not dependent on, the functioning of the government—specifically the quality of the country's governance. The institutions, traditions, and processes of governance can be related to gender in education through four of six of the World Bank's Governance indicators. These indicators—Voice and Accountability, Rule of Law, Control of Corruption, and Government Effectiveness—will be tested against gender parity enrollment ratios for countries around the globe, along with control variables to account for region and culture. Using cross-sectional data for year 2002 and OLS estimation, these variables will be regressed on both primary and secondary education enrollment ratios. Evaluation of the models leads to the conclusion that the governance is not significantly associated with the enrollment gap. The models do demonstrate that more significance exists for the control variables, suggesting that other cultural factors exude more of an influence on gender in education. These models face many limitations such as completeness of definition and omitted variable bias. However, research and anecdotal data do suggest such that a correlation between education and governance exists, and can possibly be found in future studies if improved or more specified measures of governance are available.