Gender issues in mathematics education received fairly attention several decades ago, mainly because women and men performed differently, with men usually outperforming women. The research on such phenomena originated a series of studies on the so-called 'achievement-gap.' After many years of research on the achievement gap, such a gap has shown to have disappeared. However, recent studies have shown that there are fewer women who choose STEM-related fields than male peers. Suppose women are not choosing mathematics, but concomitantly research has pointed out that women and men have similar mathematics capabilities; why are women disproportionately part of the field? Since current statistics show that 90-95% of doctoral mathematics students are men, this study examines why school mathematics is still a male-dominant field. The data presented in this paper was collected using "life-story" interviews. Freirean methodology was used to analyze the "contradictions" in women's PhD student experiences. The findings point to "contradictions" in women's experiences in mathematics regarding success and challenges women have faced in mathematics and are discussed in depth in the findings and discussion sections of this paper.