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Drawing on data collected from a school-based study in India, this paper adds to the scant literature on the relationship between school quality and agency and attitudes of girls and boys in secondary schools; it also explores the better-researched association between school quality and academic competencies. The study was conducted among girls and boys in Class 10 in 30 government-run secondary schools in the state of Bihar. Findings show that classroom dynamics, particularly non-discriminatory treatment by teachers and their expression of gender egalitarian attitudes positively influenced gender role attitudes and awareness of health matters among girls and boys. It also influenced their academic performance. [ABSTRACT FROM AUTHOR]