The study was on sex-role and self-concepts in relation to child-upbringing practices of the Nupes in Niger State. The purpose of the study was to determine how the child-upbringing practices of the Nupes influence the sex-role and self-concepts of Nupe-children. Specifically, the study sought to find out the: relationship between the child-upbringing practices of Nupe-parents and self-concepts of Nupe-children; difference between Nupe-parents in urban and rural areas in child-upbringing practices; difference between male and female Nupe-students in sex-role, academic, ideal and real self-concepts; and the difference between Nupe-students in urban and rural areas in sex-role, academic, ideal and real self-concepts. The population of the study consisted of all the SS II Nupe-students in the Nupe-speaking dominated local government areas of Niger State. The total population figure was 2,325 students from 56 secondary schools. From this population a sample-size of 465 respondents were drawn from 16 secondary schools which represents 20% of the study population. The Sex-Role and Self-Concepts Evaluation Inventory (SSCEI) which measured the personal biography, child-upbringing, sex-role, academic, ideal and real self-concepts of secondary school children was adapted by the researcher for data collection. The Pearson Product Moment Correlation-Coefficient (PPMC) and the t-test of independent sample was used in analyzing the data collected for the study. Based on the analysis of the findings of the study, the following results were obtained: The child-upbringing practices of Nupe-parents have significant relationship with self-concepts of Nupe-children. There was significant difference between Nupeparents in urban and rural areas in child-upbringing practices. There was significant difference between male and female Nupe-students in academic and real selfconcepts. There was no significant difference between male and female Nupestudents in sex-role and ideal self-concept. There was significant difference in the sex-role of Nupe-students in urban and rural areas. There was no significant difference in academic, ideal and real self-concepts of Nupe-students in urban and rural areas. Based on the results of the findings of the study on sex-role, academic, ideal and real self-concepts of Nupe-students, it was concluded that the study demonstrated that the child-upbringing of Nupe-children determines their sex-role and self-concepts. It was therefore recommended that Nupe-teachers' planning of learning processes and strategies for improving teaching/learning should be geared towards enhancing the development of the sex-role, academic, ideal and real selfconcepts of Nupe-students. This will in turn help the teachers to identify the nature of Nupe-students' differences in the pace of learning and their areas of deficiencies.