This study aims to explore whether the teaching methodologies deployed in private schools in Islamabad are confining children (between the ages of 3-12 years) to polarized gender identities? This question of children’s gendering becomes pertinent when we explore the implications of raising children in gender confined environments. This research will analyze the mechanisms deployed in private Montessori/Kindergarten and elementary schools in Islamabad from feminist perspective. For this purpose, qualitative method research will be used, and we will conduct semi-structured interviews with fifteen school teachers of five private schools based in Islamabad. This particular category of schools has been chosen because these schools draw their teaching methodology and curriculum from the American and British systems of education. Based on this premise these schools claim to be progressive and forward looking in their scope to education and child development. Moreover, these private schools are engaged with different international syllabi and techniques to engage the students of diverse socio-economic class backgrounds. Based on this premise these schools claim to be progressive and forward looking in their scope to education and child development. However, given the lack of attention to social learning in schools this study aims to find out whether such ‘modernist’ schools are also blinded by the concerns for raising children in gender discriminatory environments. The paper aims to establish that if gender binaries are transmitted to children through early years schooling then what consequences does that instill on the children from the feminist standpoint. But the question that how and whether children can be trained in schools to live beyond gendered binaries are beyond the scope of this paper.