Gender issues on educational discourse have been extensively discussed worldwide over several years. Cases of gender disparity in education and the need to address the imbalances have therefore attracted the attention of scholars. Distance learning is known to have the capacity to take knowledge and training to the marginalized, isolated, underprivileged, and the unreachable and, consequently, bridge the disparity gap and redress imbalances. While focusing on gender, this study identifies the information needs of distance learners in Botswana, determines how their information needs are met, explores the information resources and services available, and identifies the challenges they face. The study adopted a quantitative research design using a survey method. Participants were solicited from four distance-teaching institutions: the University of Botswana, the University of Derby, the University of South Africa, and the Management College of Southern Africa. The results of the study indicate, as comparisons were drawn, that in virtually all significantly related areas female distance learners appear to lag behind their male counterparts. For instance, results reveal that male distance learners tend to have a greater need to make information-based decisions than females; more males use email and other electronic resources as information sources than females; and men prefer both reference services and journals over women. While more females were in locations where they could access well-equipped libraries than males, findings show that men use those library and information facilities more than women distance learners in Botswana. Based on the findings of this study, some recommendations are made.

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