The study aims to identify the practices of an African Higher Education Institution about gender mainstreaming in terms institutional policies, teaching and learning strategies, research and administrative system. It also assessed the respondents’ understanding of gender and transformational leadership and the type of leadership styles that African Professors utilized. Furthermore, it recognized the factors that hindered African professors to practice transformational leadership and recommend gender and transformational leadership interventions that formulated contextualizing the experiences of an African HEIs. Questionnaires were administered and a focus group discussion among African professors, their immediate supervisor and their students. Descriptive statistics were used to analyze the study. Results indicate that HEI’s in Africa are now integrating gender mainstreaming in their institutional policies and administrative system, although they still need to utilize teaching & learning and research to deepen the advocacy of gender equality and transformational leadership can be employed to support gender mainstreaming.