The administration of upper secondary education in a middle-sized Swedish municipality has undertaken several projects to raise awareness of gender equality and general understanding of common value-system in a systematic and long-term way. The municipality has set as an objective to be one of the best in Sweden when it comes to equality between men and women. A questionnaire survey was made in May 2003 to investigate the students’ opinions of equality between men and women. 419 students from vocational and theoretical training, drawn in equal numbers from three different schools, participated in the survey. A total number of 305 answers were collected. In a second step, the students’ teachers were requested to anticipate the answers of male and female students. 43 teachers were asked to participate in the survey; 27 answered. The survey shows that the lack of equality between men and women in society today is reflected among students in upper secondary education, in spite of Sweden being relatively advanced in this area. Both male and female students conclude that the sexes are equally treated in the classroom, in spite of their experience of different conditions for male and female students during school activities. Knowledge is needed in order to be able to identify different manifestations of inequality; the students obviously haven’t got the appropriate tools within the field of knowledge. Nor is the field of knowledge listed as a goal of knowledge in the school’s field of action. Significant differences appear when the result of the survey is split between male and female students. The male students’ answers show that they to a higher extent estimate that there are no systematic differences between women and men’s conditions in working life. They are also more optimistic about their own possibilities to experience equal treatment for men and women once they begin to work. Against expectations, male students have experienced more verbal abuse than the female student’s during their upper-level studies. Female students, on the contrary, consider that male students are allocated more time and attention during class hours. They are also less prone to define particular activities as being specifically male or female, which is en efficient way to break the gender power system. In spite of this, more than 50 percent of the students answer that their training is characterised by equality between the sexes and that male and female students are subject to the same conditions during their studies. When gender equality outside school hours is concerned, the students report higher degrees of inequality. The teachers’ estimates of the replies are close to the actual result. They tend however to over-estimate the female and slightly under-estimate the male awareness of the gender power system. A prerequisite for being able to deal with gender inequality is awareness of the issues involved. The administration’s project constitutes the beginning of a long term and systematic work in the municipality.