Civic, Social and Political Education (CSPE) is a mandatory junior cycle subject in Irish second-level schools. Its concept-based syllabus accords teachers significant freedom in choosing instructional content for the subject. This study used a survey of 223 CSPE teachers to identify: (1) differences in the teaching of the subject based on teacher gender; and (2) the nature of these differences. Responses were analysed by statistical and thematic analysis. While very few differences emerged, there were indications of some distinctions in two areas. Female teachers were more likely to see the potential of CSPE to promote politics to encourage social responsibility and were more likely to promote greater student participation. Male teachers, on the other hand, focused on teaching a less defined citizenship and seemed to place less emphasis on areas that encourage student participation, such as mock elections, involvement in student council and other school-based activities. Limitations and recommendations are discussed.