In this thesis 14 gender pedagogues’ stories about power and control are described and analysed. Here the term gender pedagogue refers to educators who have participated in further training in gender and gender equality studies. The training programme was the result of an initiative taken by the former Social Democratic government. The intention of the government was that those who participated in the training programme would then work as resource persons in the work for gender equality in preschools and schools (Frånberg, 2010; Regeringen, 2001a, 2001b; Wahlgren, 2009). The purpose of this study is to describe and analyse the gender pedagogues’ access to power and control in work for change. The theoretical framework chosen for the study consists of Basil Bernsteins concepts classification and framing (Bernstein, 1977, 2000) and Hildur Ve’s (1999a, 1999b) use of the concepts technical limited rationality and care work rationality. The empirical evidence is based on observations in a seminar series on gender issues and semi-structured interviews. The results of the interviews are presented as stories which have been created in the interplay between the gender pedagogues and the interviewer. One conclusion that can be drawn from the stories is that power relations and gender patterns on many different levels influenced the possibilities of the gender pedagogues for power and control. Power and control in the relation between technical limited rationality and care work rationality is expressed in different ways. It is seen in the possibilities and descriptions of resistance and difficulties. Resistance and difficulties depended, according to the gender pedagogues, on the differences between their own view of knowledge and that of others. If gender and gender equality was not considered to be an important area of knowledge, possibilities for power and control decreased.