The capability of teaching gender needs teachers to manoeuvre their practical knowledge in certain context and to transcend the boundaries of the official curriculum in China. In order to discern Chinese teachers’ enactment for gender equality, narrative inquiry as a method and form of representing teachers’ understanding and creative actions was used. Three fragments of teacher narrative are illuminated by theoretical perspectives of feminism and social justice. Tension is detected between the official curriculum and the vision of queering classrooms. Under the hierarchical and conservatised socio-cultural structure, however, Chinese schoolteachers use their practical knowledge to enable gender equality and create transformative spaces within their classrooms.