This article addresses the mismatch in Sweden between youth interest in industrial and technology education and labour market demands. It examines the digital marketing strategies of Teknikcollege (TC), a certification concept for upper secondary vocational education, aimed at attracting students, educational providers, and employers. Using critical discourse analysis of TC’s website, the study explores how discursive strategies construct social identities, relationships, and power structures, interpreted through gender system theory. The findings indicate that an overarching industrial discourse permeates all target groups, while additional discourses are often contradictory. Marketing directed at students, especially young women, emphasises autonomy and challenges traditional gender norms within industrial professions. Communication aimed at educational providers reflects responsibility and inclusivity discourses. In contrast, employer-oriented messaging relies on traditional masculine ideals, positioning students as production resources. Although TC seeks to increase sector attractiveness, its marketing fails to address underlying power dynamics and tensions, thereby maintaining the existing mismatch.