The decision for studying a certain subject or for an occupation is an essential development task in adolescence (Super et al., 1990; Lent, 2013). The foundation for this choice is already formed in school. In Austria many women still choose typically female subjects, like pedagogics or psychology and only few choose gender-atypical studies in STEM (science, technology, engineering, mathematics). In this master thesis the question was pursued, to what extent women with a gender-typical study choice differ from women with a gender-atypical study choice in interests, perception of teachers and their feedback, and gender role models. In a first step an interview guide based on career theories (Holland, 1999; Super et al., 1990; Lent, 2013) was developed. Then, an interview study was conducted in which women (N=19) with a gender-typical or gender-atypical study were interviewed. The interviews were analysed with the qualitative content analysis by Mayring (2010). The results showed, women in a gender-atypical study have stronger interests in STEM-school subject and women in a gender-typical study choice have stronger interests in social-arts subjects. In addition, also the gender and feedback behaviour of the experienced teachers were different. This indicates that the experiences at school have an effect on later study choice. In addition, girls can already be strengthened and encouraged at school to realize their science-technical interests in subsequent academic decisions.