Leadership in VET schools presents multiple administrative and pedagogical challenges, as principals must address demands from both the labor and social spheres. Additionally, male principals significantly outnumber female principals in EMTP school leadership roles. In this context, this article aims to explore the leadership characteristics of female principals in EMTP education and the biases they encounter in these roles. Using a qualitative approach, a case study was conducted with in-depth interviews of eight female principals from EMTP schools across various specialties. The findings show that female principals' leadership characteristics emphasize collaboration, teamwork, active listening, participatory decision-making, trust- building, and care, while also experiencing biases related to gender and youth. Promoting a gender perspective within school communities stands out as a key action to address male- dominated environments.