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Numerous national and local measures have been taken to promote gender equality within schools in France. In the Hauts-de-France region, a week dedicated to promoting gender equality is organized every year. The aim of this article is to measure the effect of the measures implemented during that week. Two groups of students were formed: an experimental group that participated in activities addressing gender stereotypes (n = 920) and a control group that did not participate in any intervention (n = 82). The pupils were asked to complete Golombok and Rust’s (1993) inventory of extracurricular activities on three occasions (before the week, one week after, and three weeks after) to measure endorsement of gender roles with regard to toys, activities, and character traits. The results indicate that both groups — experimental and control — gave a higher proportion of non-stereotyped responses at the second measurement point compared to the first, suggesting a learning effect. Moreover, the experimental group also showed a continued increase in this proportion between the second and third measurements. While these results will need to be replicated, this latter finding suggests the effectiveness of the interventions proposed by the teachers.