This paper is based on a national research project commissioned by the Department of Education and Science, Ireland on gender perspectives in the delivery and assessment of the junior cycle curriculum. It is the result of a partnership initiative between the Education Department, University College Dublin and the Centre for Gender and Women's Studies, Trinity College Dublin. Its findings are based on a comprehensive examination of the history curriculum at junior-cycle level; an analysis of the principal textbooks used by history teachers in all post-primary schools throughout Ireland, and the reflections of pre-service and practising teachers nationally on curriculum, implementation and professional development needs. The research provides detailed information on the intellectual formation and gender socialisation of pupils studying junior-cycle history. It indicates that despite stated government policy on gender equality across all major policy documents, there is an obvious lack of gender balance and gender awareness at the level of the formal and 'hidden' curriculum. At the level of the formal curriculum, this imbalance is most obvious in teaching methodologies, teaching and learning resources, evaluation and assessment procedures and prescribed textbooks. At an informal level, it manifests itself in the school ethos, social practices and values that are fostered outside of formal lessons. The hidden curriculum can serve to undermine attempts at gender equality in the classroom and often works to perpetuate and reinforce existing stereotypes. The views of pre-service and practising teachers, which inform the research, testify to the significance of ongoing professional development for teachers. The results of a national questionnaire of practising teachers indicate that despite the importance of experiential learning and action research, teachers continue to revert to traditional teaching methodologies. The research also underscores the importance of a policy of continuous professional development, which promotes and fosters gender balance and awareness. Its findings will be of significance to policy makers, teacher educators and to all those with a vested interest in lifelong learning. Research Team Dr. Deirdre Raftery Judith Harford Dr. Maryann Valiulis Education Department Jennifer Redmond University College Dublin, Ireland Centre for Gender and Women's Studies Trinity College, Dublin, Ireland