In this chapter we explore ubiquitous everyday practices of gender in the formal curriculum. We consider the extent to which and why gendered stereotypes of subjects, careers and disciplinary knowledge practices persist and continue to influence and limit possibilities for many students, such that they are diverted from, and overtly or covertly discouraged from, pursuing their interests and passions. A short film, Focus on what you love, created by a university student for younger students, points to the affective and relational dimensions of choosing. We examine participant accounts from the Gender Matters research of feeling excluded, marginalised or being made to feel they don’t belong and how this influences subject choice and decision-making. We approach subject selection as an affective-material process, through which students are positioned and position themselves as capable or desirous of pursuing particular knowledges and selves. We then move to two curriculum areas in ACT senior secondary colleges—mathematics and woodwork—to consider how these are variously understood, taken up and problematised in relation to gender. This enables us to explore teachers’ pedagogical practices, and classroom and school organisational factors. We examine the effects of non-traditional teachers and disruptive pedagogies that aim to keep students’ options open as they look towards their possible futures.