Much research has been carried out on the differences between study choices of girls and boys at different steps of their schooling, showing how influential gender norms are. On the contrary, few studies have examined “atypical” choices, particularly among boys. Yet, such choices may be a strategic point for observing gender norms. Which factors encourage male students to pick “female” tracks in higher education? How does this choice and their experience in the track (re)define their ways of behaving as “men”? Drawing on tools from sociology of education, sociology of professions and gender studies, this paper will present the framework, the hypotheses and some preliminary results of an ongoing qualitative research project on male students in two highly feminized tracks of the French higher education system: midwifery and social work.