Providing equal opportunities for female students to pursue non-traditional careers is an important issue facing the Alberta educational system. The purpose of this exploratory case study at one high school in northern Alberta was to understand why so few female high school industrial arts students choose careers in certain male-dominated trades areas such as welding, mechanics, and machining. The conceptual frame of this exploration was women’s career choice options viewed through four foci: (a) education and policy, (b) opportunities for women to choose careers, (c) constraints for women to choose careers, and (d) women’s voices to express and understand the problem. For data collection, 6 former female industrial arts students participated in semistructured interviews and wrote responses to a 15-question questionnaire. Participants reported that few or no barriers exist for women who want to enter non-traditional careers and that career paths are based on women’s choices and the attractiveness or lack thereof at an individual level to the type of work performed. Findings provide northern Alberta educators, administrators, curriculum developers, and policymakers with increased understanding and insight into why some women choose to forego entering certain trades areas even though they have demonstrated competence and aptitude for the work. This study’s iterations shifted from a perceived need to advocate for women to the realization that participants wanted to have a voice and be supported rather than continue to be marginalized as result of having teachers not consider their opinions important or valid. Findings are not generalizable to other contexts; thus, further inquiry in a broader context is recommended to gain increased clarity and understanding of the problem and possible solutions.