This study aims to explore how ninth-grade students perceive their school climate and whether they have encountered critical places and situations at school related to gender equality. Participants engaged in interviews focused on their experiences and perceptions of equality within their educational context. The analysis was conducted using Hirdman’s (1988) two-gender model to specifically examine the dichotomies within the school environment as experienced by students. The findings reveal that students of both genders perceive significant inequalities, identifying distinct gender norms and standards for girls and maybe even more rigid situations for boys. Gender-specific norms reported are traditional: boys are driven by masculinity norms and are accordingly characterized as unruly, while girls act as more well-behaved students which most of them are. The results corroborate previous research, indicating that gender inequalities persist and are reinforced by traditional educational practices where gender-specific norms are deeply embedded. This study underscores the ongoing challenges in improving gender equality in educational settings