A study examined the measures taken in seven colleges in the Hunter Region of New South Wales to promote the entry of women into nontraditional trades. Questionnaires were given to all female apprentices in nontraditional trades and a random sample of male apprentices in the same trades in 1983; all female apprentices who withdrew from training in these trades during 1981, 1982, and the first half of 1983; and all teachers in these trades who had females in their classes during 1983. Females did not face any more problems than males with mathematics in the trades. However, they received less information about career options than males before entering the male-dominated trades. Harassment was a problem for a significant number of female apprentices, with harassment and unfair treatment being more of a problem at work than at school. Male hostility toward women entering trades in which high male unemployment rates exist was also evident. Female apprentices faced particular problems in their access to and experience in nontraditional trades because of beliefs about the role of females in society, and certain practices designed to reduce these problems created the appearance of giving females special attention, thereby leading to even greater negative consequences for the women. Thus, when developing strategies to increase the access of females to nontraditional trades, policymakers and educators must realize that any strategy will have both positive and negative effects. (MN)