One of the main axes of European policymaking in the last five years has been the promotion of measures aiming toward gender equality and gender mainstreaming in all areas of public life. It is in general accepted that one of the main vehicles for achieving this goal is education, in all its levels. To that effect, numerous programs have been organized and funded in primary, secondary and tertiary education. One of the most recent programs has been the support and financing of Gender Studies Programs in Greek universities, where no such academic programs previously existed. The implementation of the organized Gender studies began during the academic year 2003-4 in eight universities. Two important research questions which arise with respect to the implementation of these programs are: (1) if and to what extent the views and attitudes of students, as well as professors in the universities are "traditional" in nature, that is they express a stereotypical understanding of the role of male and female, and (2) if and to what extent taking a course on gender effects these views and attitudes of the students with respect to gender roles. These questions are obviously important for assessing the necessity of sensitizing students by offering systematic scientific knowledge with respect to gender (in)equality, as well as for assessing if this knowledge does in effect alter attitudes ingrained through previous socialization.In order to begin answering questions such as these, we conducted an empirical research project at one of the universities implementing the Gender Studies Program, the University of the Aegean. The instrument used is a weighted version of a "gender stereotype" set of scales, adopted from an equivalent instrument employed in the USA. It was completed both by a sample of the general student population, and by students taking a gender course, before they took the course and after they completed it. The paper proposed will present the first available data from this research comparing and contrasting the two groups, as well as the pre and post-course data of the participating student group.