The study sought to find out the nature of students' perceptions of the democratization of five aspects of their science lessons and to establish if there were significant gender differences in their perceptions. Data were collected from 250 science students in grades 10 (N=126) and 11 (N=124), comprising 138 boys and 112 girls who volunteered from six traditional high schools in rural and urban areas of Jamaica. The short form of the Individualized Classroom Environment Questionnaire (ICEQ), developed by Fraser (1982), and oral interviews of some science teachers were the instruments used. The results indicated that irrespective of gender, most of the students had favourable perceptions of four of the five democratic aspects of their science lessons. Grade 10 students' perceptions of all five aspects showed no significant gender differences; but while grade 11 students' perceptions of Participation showed no significant gender differences, boys had significantly better perceptions of Personalization and Investigation, whereas, girls had significantly better perceptions of Independence and Differentiation. The implications of the findings of the study for science teachers and further research are highlighted