Abstract Persistent campaign for awareness of girl’s retention in school has started bearing fruits, but in retrospect the society has ignored the plight of boy-child. The issue of the Boy-Child has not been adequately addressed (World Bank, 2005). Extensive analysis of data indicates that boy-child is at a higher risk of dropping out of school than girls. The trend of more boys dropping out of school started in a cohort comprising of 620,000 boys and 586,000 girls that joined standard one in 2005. By 2010, survival rate in the group had dropped to 558,000 boys and 562,000 girls. Never before had enrollment of girls in any primary school grade nationally had exceeded that of boys (UNESCO, 2003).This impedes the achievement of Universal Primary Education which is Millennium Development Goal, number two that by 2015 ensure that all boys and girls alike complete primary schooling. This paper seeks to examine the problems that hinder the boy child from achieving their dream as revealed in the transition rates from primary to secondary schools for example, in Keiyo South district, Elgeyo-Marakwet County. Introduction The boy child of the 21st Century is faced with tremendous challenges which unless properly guarded, the society is losing him. All children are future leaders of tomorrow and guardians of the future, and the first aim of every family and society should be to raise healthy and productive individuals who are physically, psychologically, society and mentally well developed. These can be achieved through guidance and the education of the boy-Child who is the father of tomorrow. The negligence of issues affecting the boy-child is apparent and evident in most discourse and academic literature. Access to education lies at the heart of development. Lack of educational access and securely acquired knowledge and skills is both a part of the definition of poverty and a means for diminution. Quality education is influenced by several factors which include access to education, retention rates, dropout rates and adequacy of instructional resources (World Bank, 2005). The lack of access to secondary education is increasingly seen to constrain countries’ abilities to pursue effective growth and development strategies which is leading governments and the funding community to place increased emphasis on the expansion of secondary education (World Bank, 2005). International reports such as Education For All global monitoring report (UNESCO, 2003), indicates that at the national level, Kenya has virtually attained gender parity in enrolment at both primary and secondary education levels. However, close scrutiny reveals that serious gender disparities in enrolment exist between regions as regards access, retention, completion, performance and transition. Despite the introduction of Free Primary Education and other interventions, transition rates are still very low (Republic of Kenya, 2007). Republic of Kenya (2005), report indicates transition rates for both boys and girls from primary to secondary education has been identified by international community as a key measure towards education access for all. Additionally, Sessional Paper no. 1 of 2005 notes that there are low rates in secondary sub-sector as a result of poor transition from primary to secondary. Education Production Function attempts to relate input and output in education sector. Who is a Boy-Child? It is paramount to define what is meant by boy child so that we start on common ground. Various policies, Acts and statutes define children differently. African Charter on the Rights of the Child defines a child as everyone below the age of 18. In this paper, boy-child is defined as a male offspring below the age of eighteen years. Gender equity refers to the practice of fairness and justice in the distribution of benefits, access and control of resources, responsibilities, power, opportunities and services. It is specifically the elimination of all forms of discriminations based on gender (Republic of Kenya, 2007). What is the Problem? In Africa, for example, children are often n