This article investigates how feminist pedagogy and poststructuralist theory can inform both teacher and student in the teaching and learning of gender in relation to teacher education. With reference to the author's own experience of teaching student teachers in early childhood education the article attempts to unravel the complex interface between learning and teaching when taking a deliberate feminist teaching position. The teaching of gender in this context is taught as part of a first year sociology paper which introduces students to feminist theory as a theoretical perspective on the family. The author's journeys reflects on how feminist and post-structuralist theory as a basis for teaching has both informed and unsettled the teaching/learning nexus in a teacher education programme.