This thesis addresses feminist educational reforms in Victorian schools in the period 1975-1985, and examines their regimes of truth about gender and their attempts to transform the attitudes and conduct of pupils and teachers. The study is based on a variety of documentary sources, such as teachers' professional advice literature, curriculum texts, policies and teachers' own writings. The framing and analysis of the research questions have been influenced by recent debates in feminist and poststructuralist theory on the production of (gendered) subjectivity, and by Australian and non-Australian research on girls, gender difference and schooling. Four main arguments are developed. First, that feminist educational reforms in Victoria have been centrally concerned with negotiating the meanings of gender identity and sexual difference, and that between 1975-1985 there were significant changes in these understandings, which can be summarised as a shift from a fantasy of androgyny to an affirmation of sexual difference. Second, these reforms are interpreted as interventions into the regulation of gendered subject positions, and it is argued that these interventions need to be analysed as productive of regimes of truths and as both emancipatory and normative projects. Third, these feminist reforms are situated as, in Teresa de Lauretis' terms, 'technologies of gender'. It is suggested that the Foucauldian concepts of 'government' and 'technologies of the self also provide a valuable analytic framework for understanding how these reforms regulate ideal subject positions. In the light of the preceding investigations, it is argued that this kind of analysis can be complemented by concepts drawn from psychoanalysis which suggest explanations for why normative practices and regulatory truths might not always succeed. The thesis intends to make a contribution to our understanding of current feminist educational reforms by charting some of their antecedents; it aims to fill an important gap in the history of Australian feminism and schooling; and it offers some critical reflections on feminist and poststructuralist theories about the regulation of subjectivity by exploring their implications in a researched historical case study.