ABSTRACT As an academic counselor of four schools coping with social and educational challenges in the Palestinian education system in Jerusalem, I chose to direct the spotlight on the case of a high school serving mainly Muslim students, to observe how gender issues were reflected in the school’s activities to shape an experience of equity for male and female students. The research therefore posed the following question: To what extent does the school promote social justice for both sexes according to the principal’s, teachers’ and students’ perspectives? To answer this question, I chose an inductive qualitative study, gathering data from observations, a focus group interview with students and in-depth interviews with school role-holders. Findings indicated that the discourse of gender equity was intertwined with a culture which replicated the surrounding Arab society’s existing hierarchy. Nevertheless, a relaxation of the influence of patriarchal attitudes is evident in the adolescent students’ daily agenda influenced to some extent by recent intensified global communication. It is actually the students’ voices that alter traditional perceptions, providing alternative perspectives. The conclusions of this study can inform efforts to advance a new social agenda in schools in transitional societies, facing similar reality, promoting egalitarian discourse concerning personal identities that could alter existing social norms.