This paper describes a work in progress which will be drawing to a conclusion by the time of the conference in September The paper draws on a number of perspectives in order to reflect recent work which has been undertaken in a nationally funded project to investigate strategies which are in place to address gender inequalities in Scottish schools. The investigation commences with an overview of the literature and research which has been undertaken in this field. Firstly, it addresses the causes of inequalities in attainment between the genders, and the patterns of gender difference in attainment. This perspective looks at attainment throughout the span of schooling in Scotland. It then moves on to consider the causes of gender differences in attainment, including interrogation of the idea that these are socially and culturally formed, and that views of masculinities and femininities are fluid concepts. Stage-specific issues - for instance those relating to primary and secondary schooling - are examined, showing that differential patterns in gender attainment emerge very early in schooling. The investigation then moves on to consider issues in learning, teaching and assessment in some detail: looking at approaches and methods which are successful in addressing gender ineqity.: for instance, gender sensitive teaching and monitoring procedures, as well as staff awareness issues. Classroom organization is then considered. This includes the issue of single sex schooling, which is currently a topic of much debate in the United Kingdom. The rationale for this is examined and related to the curriculum offered to students in schools. There is also coverage of the issue of perceived under- attainment by boys in Scotland and possible causes of this phenomenon are examined alongside possible effects of it. The study then moves on to consider whole school perspectives, including change management processes and strategies. These include issue identification, stakeholder views, development of specific teaching and organizational skills to address gender inequalities, and the use of monitoring and evaluation to assess progress. Finally, this section of the paper concludes with a brief look at vocational education and gendered patterning of early leaving and post-school destinations. The paper then addresses the methodological considerations of a national study of this nature, and examines the response of the system to requests for information. It then discusses the identification and investigation of case studies of practice throughout Scotland, and the importance of these in contributing to our understanding of how strategies to deal with gender inequalities in Scottish schools are conceptualized. Implications for professional practice are discussed. The paper ends with tentative conclusions.