This research examines the space-related aptitude of higher secondary school students in North Gujarat, India, considering gender, geographical area, and academic standard. A standardized aptitude test was constructed and administered to a sample of 1,926 students, with hypotheses tested using inferential statistics. Results reveal significant disparities in space-related aptitude based on gender, area, and standard, highlighting implications for education policy and teaching strategies. The study underscores the importance of promoting gender equality, improving rural education access, enhancing science programs, and supporting low-achieving students. Additionally, future research avenues in space-related aptitude and educational interventions are discussed to address these disparities comprehensively.