The analysis in this paper draws on the videostimulated interviews with students from math and science classrooms within PISA + material. It is based on videotaped interviews with 53 girls and 46 boys from five 9th grade math and science classrooms and focuses on students’ strategies when using individualized teaching strategies like the use of work plans. In Norway work plans are used as an important organizational tool to promote indidualized teaching. Work plans describe what the student are supposed to do over a certain period in each subject and is to promotes transfer of responsibility for student learning from the teacher to the students. The analysis describes strategies girls and boys use when they are working with work plans in math and science. Analyses of the 99 interviews indicate that while high achievers, mostly girls, tend to complete their plan during the first week or distribute the tasks evenly throughout the period, boys either finish the plan during the first week or postpone their work until the last couple of days. Findings suggest that the use of work plans might give some students, often low achieving boys, too much responsibility for their own learning.