When discussing the gender imbalance of the labour market it is usually women in maledominated jobsthat end up in the center of attention, while less interest is centred upon men who choose a femaledominated occupation. In the name of gender equality it is however important that also these men arenoticed and that resources are provided for countermeasures that will influence more men to choose thesekinds of professions. In this study such a measure is in the limelight, a measure that aims to encouragemen to break traditional gender structures and to increase the gender equality on the labour market. Thefocus of attention in this study is upon the project ”Fler män till läraryrket” and its preparational year. Themajority of this study is based upon statements from a selection of students as well as the projectmanager. Especielly the ways in which the students and the manager talk about and look upon gender andgender equality, particularly in relation to the teaching profession, has been of utmost importance to thisstudy. There is no doubt that people in general support the thought of gender equality, the questionhowever is if it is possible to completely disregard the differential gender structures that mould andinfluence our identity and our minds from birth? Could it even be that these structures keep their firm gripinspite of new gender awareness and the strive for gender equality? This study is an investigation of how afew students look upon their future roles as male teachers in a female dominated occupation and how thetraditional gender structures quite often is reproduced in their statements inspite of the critical genderawareness that they have developed.