This study examined the effectiveness of experiential learning strategy as a predicator of male and female students’ interest in computer studies in Nnewi Education Zone, Anambra State. A quasi-experimental research design was employed. The sample size consisted of One Hundred and Nine (109)) Senior Secondary School 2 (SS2) students, 48 Males 61female students selected from two intact classes randomly drawn from two co-educational schools in the zone. One school was assigned to the experimental group, which received instruction in Microsoft Word using the experiential learning strategy, while the other served as the control group and was taught the same content using the conventional lecture method. The study was guided by research questions and two null hypotheses. Data were collected using a researcherdeveloped instrument titled Computer Studies Interest Scale (CSIS). The reliability of the CSIS was established using Cronbach’s Alpha, yielding a coefficient of 0.89, indicating high internal consistency. Data analysis involved the use of mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings from the study revealed that the experiential learning strategy is not gender-biased. Its hands-on, student-centered approach provides both male and female students with equal opportunities to engage in self-motivated and self-directed learning, thereby enhancing their interest in computer studies.