The article investigates the development of gender roles through education, with the argument that teaching traditional gender roles will prevent development and increase gender inequalities (Gordon, 1998). The curriculum in Zimbabwe is modelled on a British education system, where girls were educated for domesticity and boys were prepared for employment, the role of family head and the household ‘breadwinner’. Because students in Zimbabwe are directed into different ‘gender appropriate’ subjects, they are installed with a perception of masculine and feminine occupations (Gordon, 1998), thus influencing the belief in stereotypical gender roles. It was found that teachers believed that it was their duty to guide pupils towards `gender appropriate’ behaviours and occupations (Gordon, 1998). Teachers were also found to believe that boys and girls are endowed with different and gender – specific natures, intellectual abilities, aptitudes, and potentials (Gordon, 1998). The school textbooks were believed to play a large role in exposing students to gender stereotypes (Gordon, 1998). The article concludes that recognition is required of the ways schools are manufacturing stereotyped gender identities, and instead, education should be contributing to the termination of gender stereotypes in order for development, equality and developing individuals to their full potential (Gordon, 1998).