The relationship between masculinity and sports that is naturalised and reproduced in PE settings has been well-documented, highlighting contexts that privilege certain boys, limit girls and where many teachers view girls as a problem to be fixed. However, social norms regarding what constitutes feminism, gender and sexism are changing, which may impact the experiences of girls in PE. Drawing on data from an ethnographic case study, this paper explores the experiences in PE of girls who resist traditional feminine identities within a progressive school context. In doing so, we aim to understand how this shift in social norms relating to their gendered identities is played out in context. Guided by Foucault's work around the disciplining nature of power, our analysis revealed several interrelated discursive and structural barriers that limited these girls' learning and opportunities in PE, a surprising finding given the progressive ethos claimed by the school. We conclude by suggesting changes that might make PE truly 'progressive' for all students.