Though there have been many efforts to reform science teaching at the K-12 level over the past decade so that all students can engage in meaningful science activity and become scientifically literate, colleges and universities are just beginning to redesign their science curriculum and instruction. This paper examines the structures, practices, and pedagogical approaches of a reform-based college science classroom and illuminates the pathways and roadblocks to the participation of females in this context. An investigation is made into how the instructional practices of inquiry, project, and technology-based college science courses facilitated the legitimate participation of females in science activity and discourse. The study focused on one science classroom in which students were provided with opportunities to engage in inquiry and project-based activities and use technology to collect data and communicate with others. Several methodological approaches were used in this study including classroom observation, interviews with participants in the course, and analysis of pertinent documents. (Contains 28 references.) (SAH)