This report focuses on ways constructions of gender inform teacher education students' curriculum experiences and teaching performance in primary schools, in particular regarding a gender inclusive curriculum. The remarks of eight students from a longitudinal study were analyzed using feminist post-structural theory as a means of understanding contradictory discourses and the process by which gender relations become "normalized." By examining "taken for granted" beliefs concerning gender, students were challenged to reexamine their own values and see the importance of gender inclusive pedagogy and curriculum planning. Students were asked to explain their own understanding of gender relations, how they would address gender equity in their own classrooms, and how their course work enhanced or limited their understanding. Most students were able to demonstrate an awareness of ways gender relations were constituted in their lives and to "problematize" gender relations. Although students requested practical gender inclusive strategies for the classroom, during the interviews it became clear to the research team that providing courses and strategies might be a "band-aid" approach and so hinder students from achieving a deeper analysis. It also became clear that the researchers' commitment to feminism had made them somewhat "hard of hearing" when it came to the students and their interpretation of gender relations. (Contains 29 references.) (LH)