This study embarks upon uncovering the probable difference in willingness to communicate between Iranian male and female EFL learners. To undertake the present research, it was limited to socio-cognitive perspective. More precisely, it aimed to distinguish the types and frequency of socio-cognitive strategies used by Iranian students as far as their gender was concerned. In doing so, 32 advance learners (16 males and 16 females) were asked to fill up a WTC and Socio-cultural strategy use questionnaire. The result revealed that both groups were similar in the cognitive strategy use. In addition, males were more willingness to communicate than female learners. This finding has implication for language teachers, social sciences, psycho-linguistic and socio-linguistic teachers and learner.