This paper discusses the factors that affect the educational and work trajectories of women who studied Secondary technical vocational education  courses in the La Araucanía Region of Chile. A total of 12 women who graduated between 2013 and 2017 were interviewed; six of them studied specialties that are traditional for women and six were trained in highly maledominated sectors. Our research, of a qualitative nature, leads us to question the concept of ‘choice’, since admission to this educational modality is strongly conditioned by economic and mobility factors. In the stage of selecting a specialty, it becomes apparent that there are subjective factors that motivate women to insert themselves into traditionally femaledominated areas or, instead, to challenge the gender mandates reproduced by some teachers or family members. After completing their secondary vocational and training education, the women often experience sexism and sexual harassment when engaging in internship programs, which, in some cases, generates disaffection towards male-dominated jobs. The decision to continue an educational project, to enter the working world, or to make both compatible, is mediated by socioeconomic restrictions, by maternity, and by the lack of family support networks. In summary, class, gender, geographic origin, and other variables intersect to condition the educational and professional trajectories of women.Este artículo discute los factores que inciden en las trayectorias educativas y laborales de mujeres que cursaron estudios secundarios técnico profesionales en la Región de La Araucanía, Chile. Se entrevistó a 12 mujeres que egresaron entre 2013 y 2017, seis de ellas de especialidades tradicionalmente femeninas y seis de sectores altamente masculinizados. La investigación nos conduce a tensionar el concepto de “elección”, pues el ingreso a esta modalidad educacional está condicionado por factores económicos y de movilidad. En la fase de selección de una especialidad se evidencian factores subjetivos que motivan a las mujeres a insertarse en áreas tradicionalmente femeninas, o bien, a desafiar los mandatos de género reproducidos en discursos docentes y familiares. Tras el término de su educación, las mujeres experimentan sexismo y acoso sexual en los espacios de práctica laboral que, en algunos casos, generan desafección hacia los oficios masculinizados. La decisión de continuar un proyecto educacional, insertarse en el mundo laboral, o compatibilizar ambos escenarios está mediada por restricciones socioeconómicas, maternidad y falta de redes de apoyo familiar. En síntesis, las variables de clase, género y procedencia geográfica se interseccionan para condicionar las trayectorias educativas y profesionales de las mujeres.