The purpose of this qualitative methodology study was to explore and examine the contributions the Puerto Rico Public Education system has made in relation to promote and transmit gender equity, examine the knowledge of the elementary school teachers with this concern and to explore how elementary school teachers promotes gender equity through the teaching strategies in their classrooms. The study was conducted in the light of the theoretical framework of the Theory of Resistance exposed by Henry Giroux and the Feminist theory of Bell Hooks. Three (3) female and two (2) male, elementary teachers of the Department of Education of Puerto Rico participated in this study. The use of a case study design allowed the collection of the data through three interviews in series from each participant, a collection of a flow of observations from visits to the schools and the review of the documents including executive orders, circulars letters, curriculum frameworks, and documents produced by the participants. The findings of this study revealed that the Department of Education of Puerto Rico does not have any public policy in place that addresses the inclusion of gender equity within the school curriculum. Also, the knowledge that the teachers have about gender and gender equity is based on stereotypes and conceptions of gender constructed throughout the socialization process from the childhood beginning at home, and the social interactions in which they intervene on a daily basis. Another finding revealed that the participants teachers transmit to the students a hidden curriculum based on their personal perceptions of gender equity and gender bias through the teaching strategies and their social relations with them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]