This study utilized narrative inquiry to examine the experiences of four male teachers to understand conditions supporting or inhibiting girls' participation in gender non-traditional career preparation programs at the secondary level. I expanded on previous literature by highlighting factors influencing recruitment and retention in non-traditional programs by utilizing teachers' stories to describe how they helped their female students find success. The intersection of two primary theoretical frameworks, constructivism, and career development theory, provided a foundation for understanding how personal and school-related experiences influenced male teachers and female students as they interacted in the classroom. Data collection methods included interviews following Seidman's (2013) three interview series, a classroom observation utilizing a climate audit checklist, and the review of several related documents. Data analysis revealed four significant themes, including (1) reinforcing equality with the subtheme of safe spaces, (2) structures supporting equity, (3) femininity accentuating soft skills, and (4) mentoring relationships while cultivating role models. Participants promoted equality and equity in the classroom by ensuring resources were accessible, and the environment was favorable for female students. Additionally, participants confirmed that female students could produce the same results as their male peers regardless of their prior knowledge by differentiating instruction and recognizing the benefits of feminine soft skills, which help female students stand out from their male peers. Participants also worked to develop positive relationships to grow female role models who can encourage the next generation of non-traditional female students, supporting an increase in enrollment and retention in secondary school programs. Keywords: Career Technical Education, Gender Stereotypes, Non-traditional Careers, Occupational Segregation