The focus of this article is on Australian teachers' and pre-service teachers' gendered beliefs about their students and about computer use for mathematics learning. To illustrate what is happening in these areas, I will draw on results from two studies in which I have been engaged in recent years. I will also present the findings from other relevant Australasian research studies. Based on the body of work presented, a number of implications for professional learning programs and for pre-service education programs emerge and are put forward.