The restructuring of secondary initial teacher education in England has seen a shift in both the focus and location of training, with an emphasis upon tightly defined competences and standards and upon more school-based work. In this paper, I discuss the impact of such changes on newly qualified teachers' (NQTs) knowledge of gender issues, through a review of the experiences and understandings of around 100 trainees at the end of their training, and identify grounds for hope and for disquiet. Particularly, I reflect upon the extent to which important issues in the gender debate, relating to gender relational approaches, continuing disadvantage of girls and issues of homophobia, appear to be either forgotten or misconceived in current secondary teacher education, and conclude by suggesting that all teacher educators in England with research interests in gender need to (re)engage with the debate about the desirable threshold knowledges which NQTs should possess about gender issues. (Contains 2 notes, 1 table, and 12 figures.)