In1989, the Ministry of Education, Culture, Sports, Science and Technology in Japan made home economics a compulsory subject for boys as well as girls. In the 1990s, boys’ junior and senior high schools adhered to this policy. Although some researchers presented the positive results of child development education with regard to home economics for boys in co-educational schools, there is no research which examined whether the curriculum of child development education in boys’ schools would be as effective as that in co-educational schools.　This study aimed to investigate boys’ junior and senior high school students’ perceptions which were related to child development education and to compare them with those of co-educational school students.　The participants comprised193 junior high school boys, 525 high school boys, 251 (126 boys: 125 girls) co- educational junior high school students and 290 (139 boys: 151 girls) co-educational high school students. Specific scales were developed to measure “Experience in Early Childhood Education and Care,” “Interest in Children,” “Self-Efficacy for social interaction with children,” “Images of Children,” (of?) “Acceptance of becoming a parent” and “Gender equality orientation.”　The results showed that boys’ high school students’ perceptions were at a lower level of development in “Interest in Children,” “Self-Efficacy for social interaction with children” and “Acceptance of becoming a parent” than those of co-educational high school students. Furthermore, boys at junior high school and high school were found not to have fully developed “Images of Children” such as brightness and toughness.　This present study suggested that more researches will be needed to develop an appropriate curriculum of child development education for junior high school and high school boys.