It is a generally held assumption that science and technology education (like all school based education) is gender free. However, it is Layton (1993) who observed that science and technology are understood as “masculine preserve[s], not a place for women, who are relegated to the role of users and consumers” (35). Following Layton, it has become evermore apparent across Europe (Dakers and Dow, 2003) that the dominant pedagogical framework for the delivery of science and technology education continues to be stereotypically masculine. Moreover, this image is strongly associated with male orientated career pathways that serve to disenfranchise non-males or, in feminist terms, the “other”. This paper will investigate this anomaly and put forward recommendations as to how, by altering the pedagogic structures in science and technology education, these issues might be made more transparent. In so doing and in association with the UPDATE project findings thus far, evidence suggests that the formation of stronger partnerships between researchers, teachers, schools and pupils, will help to create a more meaningful learning space for all concerned in the delivery of science and technology education.