Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against which they make decisions about the selection of content for inclusion in their curriculum. In the spirit of encouraging further debate, Pearson calls upon recent work that encourages "pupils" to grapple with different criteria for attributing historical significance, arguing that history teachers could reflect on what significance criteria they are using in the process of curriculum design. (Contains 4 figures.)