Gender parity in education is a goal for national governments and international organizations. The case of Mexico, along with some of its neighboring countries in Latin America and the Caribbean, is particularly interesting given its current gender parity in terms of entrance into primary school and female advantage in enrollment in secondary school. In this article, the authors assess changes in the role of gender in the process of Mexican educational stratification over most of the twentieth century by comparing gender differences in educational progression across five policy cohorts born between 1928 and 1984. Specifically, using the Mexican Family Life Survey (MxFLS-1), the authors track at what point and under what policy circumstances the male educational advantage was reduced or reversed. The authors separately consider transitions into primary, secondary, and postsecondary education. Documenting when and to what degree the gender gap in educational progression narrowed in Mexico moves toward an understanding of the emergence of gender equality and offers a useful case for future comparisons with other countries. So far as the authors know, their 60-year coverage provides the longest continuous time period analyzed for trends in gender inequality among studies of Mexican education. (Contains 5 tables, 4 figures and 2 footnotes.)