This study examines the fight for equal rights by the female school teachers during the 1930s. The purpose of the study has been to analyze the strategy and arguments that the female teachers used and how they argued for the objective of equal rights. Their arguments were published in the female union newspaper, Lärarinneförbundet, and through the critical discourse analysis the questions, considering equal rights, have been selected and catego-rized. Prior research has been used to discuss and analyze the arguments. The female teacher’s counterpart were the male teachers, which had a higher position in the society through a higher pay and positions in the workforce. The arguments and strategies between the two unions will be analyzed through Hirdman’s theory about the gender contract and gender system. The main arguments in the conflict between the unions where about equal pay, married teachers right to work, upbringing and the capability of the genders. Both female and male teachers used different arguments which were established in their strategies. By analyzing the arguments with Hirdman’s gender system the strategies would appear. The male teacher’s strategy was to protect and maintain their superior status and position in the soci-ety. This was carried out by not allowing the female teachers the same rights and argue that they were less capable to work as teachers, because they were not as physical and mentally capable as the male teachers. The female teacher’s strategy was to achieve equal rights in society through minimizing the gender differences and reduce the male dominance. The female teachers emphasized the equality between the genders, instead of the differences, which the male teachers focused on. Though the strategies the female teachers tried to over-throw and break the gender contract and by that create a more equal society.