Description: The basic structure of the French secondary school curriculum has been drawn at the onset of the XXth century. The specific subjects have since been able to adjust to the evolution of their homologous knowledge areas, yet they have failed to meet the requirements of new social issues as health education and equality education, in spite of their official recognition by the schooling system. It is our purpose to identify some of the theoretical and practical problems raised by empirical attempts to conceive and implement subject specific and interdisciplinary teaching contents most likely to respond to such growing social/educational demands. We conducted a series of three academic-year projects run in collaboration with 45 high school teachers and teacher trainers in Physical education, French, Sciences, History, Arts, Spanish and Philosophy (students aged 11-18). They were confronted with a transformational framework that combined some concepts and outcomes of Public health, Social psychology and Didactique studies, in order to present in a synthetic and explicit manner the conditions of an efficient contribution of the teaching to the operationalization of a gender-and-health educational program. The teachers and teacher trainers were expected to react to this transformational framework and develop adapted teaching contents whilst taking in account the numerous constraints linked to the characteristics of their students, to their specific subject matters and programmes, and to the new, necessary interdisciplinary settings. The data collected were oral, written and video productions by the participants resulting from the preparation, realisation and analysis of their teaching activities; field notes and interviews; documents reflecting the epistemologies and the legitimacy limits of the specific subjects. We carried out a multiple site case study through a qualitative (and partially quantitative) analysis of these data. We present and discuss: - the articulation of concepts linked to health promotion, gender and physical identity construction at adolescence proposed within the initial framework - the selection of strategic macro teaching objects identified at the intersection of public health priorities, educational values and specific subjects and analysed in terms of didactic transposition - the new constraints and potential gains generated by interdisciplinary settings, both from the subjects and from the teachers points of view - the difficulties generated by the coincidental requirements of student participation (resulting from health promotion and gender education efficiency) and teaching object didactic devolution - elements for a curricular prototype and the resulting difficulties or facilitations potentially linked to its formulation and implementation