Recent literature and the demands of the feminist movement have shown the need to move towards non-sexist education with a gender perspective at all educational levels. However, more comprehension is still required on how this can affect teachers. This research is a case study conducted in a public Chilean high school in the "Region Metropolitana". The tensions and opportunities that affect the teaching culture due to the recent incorporation of female students into the educational centre were explored. As a conclusion, there are two orientations to advanc toward coeducational projects in the context of gender-mixed inclusion; firstly, the need to have institutional guidelines around action, reflection, and training from a gender perspective, and, secondly, the encouragement of intergenerational dialogues in educational communities.