This study examined the effect of gender-inclusive counseling approaches on the leadership aspirations of female secondary school students in the Port Harcourt Education Zone of Rivers State. A quasi-experimental pretest posttest non-equivalent control-group design was adopted. The participants were 240 Senior Secondary School Two female students selected through a multistage sampling procedure from public co-educational secondary schools. The experimental group comprised 120 students who received gender-sensitive guidance, empowerment-focused therapy, and assertiveness training, while the control group comprised 120 students who received conventional counseling. Data were collected using the researcher-developed Girls' Leadership Aspiration Scale, which had a Cronbach's alpha reliability coefficient of .84. Mean and standard deviation were used to answer the research questions, while analysis of covariance was used to test the null hypotheses at the .05 level of significance. The experimental group recorded higher mean gains than the control group in leadership self-efficacy, career assertiveness, and institutional leadership participation. After controlling for pretest scores, significant group effects were found for leadership self efficacy, F(1, 237) = 446.59, p < .001, partial eta squared = .653; career assertiveness, F(1, 237) = 742.51, p < .001, partial eta squared = .758; and institutional leadership participation, F(1, 237) = 413.00, p < .001, partial eta squared = .635. The findings indicate that gender-inclusive counseling was associated with substantial improvements in the leadership aspirations of the participating students. The study concludes that structured counseling interventions that address gender stereotypes, psychological confidence, and assertive behaviour can strengthen girls' readiness to pursue leadership and decision-making roles in secondary schools.