The central concern of this study is the role of the school, the family and pupils’ construction of femininity and masculinity in the production of gender divisions within the curriculum. A recurring motif is that of change across a number of interconnecting dimensions, in particular the school curriculum, the culture of femininity and the labour market. Let us briefly consider the first of these. In all cultures the curriculum is informed by social values, in the sense that it is an expression of the knowledge and skills deemed necessary for young people to acquire in order to prepare them for their future adult role. It is also a dynamic entity, influenced not only by the changing requirements of the economy and shifting ideologies of political masters, but also by the consciousness of those who teach and learn. At the time of writing, the national curriculum is in the process of being introduced in England and Wales, with very different predictions being made concerning its potential to alter the nature of gender divisions within the curriculum. As well as addressing the question of the effects of this particular curriculum innovation, I also consider more fundamental issues concerning the relationship between curriculum choice and change and the formation of gender identity. This is envisaged as a two-way process whereby pupils’ struggle to establish an appropriate gender identity influences their orientation towards particular areas of the curriculum, which in turn furthers the process of gender identity formation. It might well be argued that the interests of girls and women have generally been of only peripheral concern to curriculum planners. Here, I attempt to reverse this precedent by placing these interests at the centre of my analysis.