Girls are moving to technology education and careers less than boys. This paper attempts to summarize the inputs provided on the question of the relationship between gender and cur-riculum and gender-class practices within the European project UPADTE (Understanding and Providing a Developmental Approach to Technology Education). It focuses on two as-pects: a description of the organization and content prescribed for different levels in different countries (Austria, Estonia, Finland, France, Germany, Romania, Slovakia, Scotland, Spain) and a description of what emerges from the most significant elements contained in the case studies proposed to promote the development of education technology which encourages girls.