The purpose of this study was to compare the differences of mathematics learning process and achievement between male and female math and science-talented students in senior high schools. A self-designed questionnaire Questionnaires of Mathematics Learning process and Achievement for Students were used to survey subjects from public senior high schools in Taiwan. Five hundred and seventy questionnaires were distributed with 495 effective questionnaires, and the effective rate was 86.8%. The collected data were analyzed with reliability analysis, factor analysis, descriptive statistics, MANOVA, and ANOVA. We found that excluding meta-cognitive strategies, significant gender differences were found in most aspects of mathematics learning process and achievement. In this study, boys performed significantly better than girls in mathematics affective reaction, mathematics learning strategies, and mathematics achievement.