Purpose: Research indicates that family therapy courses in gender studies affect both female and male students to the same degree. How female students experience a gender-focused family therapy class has yet to be explored. This qualitative study focused on self-identified cis-female students' experiences in a ten-week course on gender in family therapy. The purpose of this study was to present female students' critical reflections of taking a clinical training course dedicated to gender studies. Method: Using transcendental phenomenology, we analysed reflections from 86 student-participants regarding how they perceived themselves as gendered and how new information had transformed their thoughts and actions. Thematic analysis from the data was inductive, we read and reread the reflections and then generated several main themes. Results: Participants were challenged to revisit gendered assumptions about significant and insignificant concerns in their development. We organized women's self-reports into four domains: Affect, Identity, Empowerment, and Action. Conclusions: In summary, addressing gender-related topics in the classroom had impacted students intra-personally and interpersonally. As they processed internally, they began to reshape their relationships. Additionally, they planned to become agents of change in therapy room. Practitioner points Therapists recognize how gender-related power differences, gender roles in societal and familial systems, and the ways unequal gender relations affect relationships Therapists address not only the position of women in their cultures but also how their social environment reproduces this positioning within its own ranks Educators ensure that their pedagogies and therapeutic practices constantly reflect gender-aware practices in order to be culturally competent