“Maturity profiles” are different upper secondary school tracks diplomas. This paper investigates to what extent the development of cross-curricular competencies in upper secondary education depends on the students gender and on their learning context related to each maturity profile. The results presented are based on a 2x2 analysis of variance. The results show that maturity profiles, as institutionalisation of secondary schooling, show a significant correlation with the development of students’ cross-curricular competencies in students. Interaction effects can be identified on specific competency dimensions ; in most cases they indicate stronger differences of competency between young males of different maturity profiles than between young females.