This research seeks to provide a description of the procedure for calculating internal consistency (Kuder-Richardson 20, KR-20) of the "Women in History" (MH) scale and identify differential and predictive relationships between the level of knowledge about women's historical experience and the sociodemographic and educational characteristics of future Spanish teachers (n = 1,023). The results indicate statistically significant differences in the proportions of correct responses ([greater than or equal to] 9) based on age ([greater than or equal to] 46) and previous training in non-positivist contemporary historiographic approaches among teacher education students. Additionally, age is revealed as a predictive factor for the degree of knowledge about women's history. These results highlight the need for more socially just and inclusive initial education from the early stages of higher education. In spite of the endeavors undertaken by institutional committees, entities, or observatories dedicated to advancing equitable opportunities and curricular initiatives geared towards the integration of a gender-based outlook within education, there seems to be substantiation of their constraints in terms of pedagogical implementation. These limitations may potentially culminate in the prospective educators' professional development devoid of the essential theoretical and pragmatic apparatus essential for the adept handling of gender-centric subjects and the formulation of bespoke educational modules.