The author's purpose in this article is to understand the ways in which socialization to a discipline might be gendered. How might socialization teach students not just the skills, but the gendered values that are equated with success in a discipline? This article begins with a review of the socialization literature before turning to a definition of gender and discussion of theories of gender performance, which inform this study. After reviewing the methods, the author examines the experiences of Aerospace and Mechanical Engineering (AME) students and faculty. Students' experiences suggest that they are socialized to adopt masculine values, including those that privilege competition, hierarchy, and the objectification of women, in order to succeed in the discipline. The article concludes with a consideration of the ramifications of these practices for students' experiences and for socialization in general.