The classification into female and male as well as the process of gender role attribution is still strongly present within the society. This is reflected in the lower level of income and holding of leading positions by women compared to men. However, the social construction of sex is defined as 'gender'; it is a process which begins in school and which is crucial for the formation of gender identity. Thus, schools can function as major factors in the reduction of educational disparities concerning gender. Furthermore, education is a process of socialization which implies the consideration of gender sensitive pedagogy. In spite of political regulations, the implementation of gender sensitive pedagogy in schools is not yet fully developed; it is the teachers own professional responsibility to ensure gender sensitive pedagogy by achieving gender competence. Therefore, the main question of this master thesis is how a teacher can provide gender sensitive pedagogy for commercial courses in school. The first chapter contains a definition of terms in relation to gender sensitive pedagogy and gender studies. This definition includes numerous aspects of gender as well as the classification of gender sensitive pedagogy within gender studies. The second chapter focuses on gender sensitive pedagogy by describing the historical origins in context of coeducation as well as gender sensitive didactics in case of gender competence. The third chapter describes the status quo of gender sensitive pedagogy in school by analysing the curriculum concerning gender and it points out important approaches, concepts, initiatives and projects in connection to gender sensitive school development. In the last chapter, strategies to ensure gender sensitiveness within courses in secondary business schools are introduced. The implementation of gender sensitive pedagogy can be realised by lesson content, interaction, lesson setting and the institution of school itself.