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This paper draws on interviews to problematize perceptions among principals and civil servants within a local collaboration aiming to reduce the gender gap in academic results (or ‘grades'). Inspired by the ‘What’s the problem represented to be?’ approach, five problem representations about boys’ lower grades are constructed: The problem of gender norms; The problem of teaching; The problem of the students’ background; The problem of the (grading) system; and The problem of teachers’ (lack of) awareness. We analyse underlying assumptions of these problem representations and discuss the possible effects that school leaders’ perceptions of the ‘problem’ of the gender gap in grades might have for schools, teachers and students. The results show significant differences between what was said to be most important: changing gender norms, and the actual measures planned: changing teaching practices. This risks certain measures not being implemented and inequalities not being challenged despite the efforts for change.