Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers' beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers' expectations of their daughters' educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children.