Karlstad is one of the places that offers a chance for a secondary education. One of them has been at the real school at the educational institution and at the girl school. The purpose of the assignment was to study the education at both the real school and the girl school in Karlstad during two school years. The first school year that was in 1906–1907, after the real school was opened. The second school year was 1939–1940, after real exams were available for girls in Karlstad. The goal has been to see how gender segregation and the male norm affected the education. The sources that were used were the annual reports for both schools, which above all contain information about the education that was imparted. The method used was a comparative analysis of the sources with an implement of a quantitative method. This was done by looking at the content of the courses, timetables and textbooks. The result has been that during the school year 1906–1907, the real school provided a more advanced education, especially in mathematics and science, while the girls focused more on the language subjects. Art history and hand work were subjects that were only studied at the girl school. The timetable and number of textbooks were higher at the real school, even though they had fewer grades. In the school year 1939–1940, however, the contents in the education of the girl school and the real school would have more similar character, and mathematics seemed to be more advanced at the girl school. The subjects that only the girl school had at this time were home economics, psychology, economics and art history. The time table and the number of textbooks were higher at the girl school this time. The girl school's real school programme would mostly have the same education as the real school at the educational institution, and mostly without subjects that suited a housewife more. In hand work, however, the boys in the real school would work with woodwork while the girls would work with needlework.