One of the aims of the UPDATE project consists of proposing changes to encourage girls (and boys too) to study more technologies with a view to making a career in an associated field of technology. However, the low number of girls in scientific and technological areas of study continues to be a recurring phenomenon. Whilst various measures have been taken in an attempt to remedy this problem, most appear to have had limited success. This is especially true in terms of teaching and learning where the question of gender has remained on the fringes. Consequently, we are unsure as to whether certain content, types of activity, kinds of study, teaching styles and academic setups are better suited to girls than to boys and vice versa. The objective of this paper is to begin to contribute towards a better understanding of what steps might be necessary in order to improve and create a new learning environment for boy’s and girl’s technology education. The paper will be based upon an analysis of a regional/ national study that looked at the girls drop-out rate in transitional educational stages. Two previous studies made by Update partners about the curriculum content analysis of each country (Finland, Germany, the United Kingdom, France, Italy, Spain, Greece, Austria, Slovakia, Estonia and Romania) and the identified possible barriers and motivating factors are connected. Both allow challenging a developmental approach to teaching and learning.