This publication focuses on the question of whether the processes of gender socialization and primary and secondary education, despite the common belief in their intertwining, alignment, and complementarity, are in any way opposed. The collection examines why, despite so much effort to raise and educate our offspring, and despite careful consideration as professionals to educate them, we still strive to eradicate and heal phenomena that simply do not direct the behavior of children and young people towards the desirable direction of caring for and understanding others who are different, similar, but never the same. The publication presents a possible intervention in this field, viewed through the author’s program for the professional development of teaching staff in schools in Serbia called “All Our Identities.” It provides a detailed analysis of how this program, in its initial stages of implementation, affects pedagogical practice and the improvement of the educational process.