This study explores gender inequality in the occupational culture of Japanese high school teachers with special focus on women teachers' resistance to gender-biased practices. It examines the effectiveness of official and informal teacher training programmes in raising awareness of gender issues. Through an ethnographic case study conducted in five high schools in Gifu and Aichi, Japan, this study explores (1) the characteristics of the teaching community, and (2) the role of formal and informal teacher education in the occupational socialisation of new teachers. Moreover, by applying critical feminist perspectives, the study highlights (3) gender inequality within the occupational culture and myriad forms of women teachers' resistance to gender-biased practice. In drawing policy implications, the study examines (4) the effectiveness of teacher training programmes in raising teachers' awareness of gender issues. (Contains 1 table.)