Scholars have long acknowledged the role schools have in reproducing a sexual division of labor. Despite the reemergence of a feminist movement and anti-sex-discrimination legislation, schools are still places where boys and girls tend to study different curricula and where traditional sex roles are perpetuated. Physics, calculus, and shop classes are still filled with boys, and home economics and office education classes have mostly girls. An analysis is presented of the cooperative education program at Woodrow Wilson High School (Washington, D.C.). Its preparation of young women for future jobs is described, and the particular types of jobs these students go into are discussed. The reasons for job choice are analyzed, and problems with the program are cited with suggestions for improvement. (CB)