This paper presents the initial stages of a research project aimed at enhancing gender inclusivity in engineering and science classes. Using a dual approach of 'studying up' and 'studying down' baseline data of students' experiences and perceptions and practices of teaching staff relating to gender inclusion in teamwork was established. Four elements of teamwork in which educators can influence the inclusion of student teamwork: Team formation, team roles, team facilitation and student experiences, and assessment and evaluation, identified by Beddoes & Panther (2017, 2018), provide a framework for data collection and analysis. Student experiences were collected through survey and focus group discussion. Semi-structured interviews explored teaching staff perspectives. Analysis highlights an incongruity between students' gendered experience of team work and staff perceptions. The findings contribute to the understanding of gendered dynamics with engineering and science classes.