There is ample evidence that from about age 6 to 8 children start reporting gender-typed career and family aspirations and expectations (Auger et al., 2005; Block et al., 2018; Croft et al., 2014; Polavieja et al., 2014). For instance, boys desire to become an athlete, mechanic, or soldier, whereas girls desire being an actor, hairdresser, or teacher (Polavieja et al., 2014). Girls also expected to be more family than career oriented in the future, whereas boys expected to be more career oriented than family oriented (Block et al., 2018; Croft et al., 2014). Importantly, childhood career aspirations and expectations are linked over time with the actual (gender-typed) careers of adults (Lawson et al., 2018; Trice & McClellan, 1993). But how do children develop such different expectations and aspirations about their future career and family life? According to Gender Schema theorists children actively construct schemas about gender on the basis of gender information that can be found in the world around them (Bem, 1981; Martin & Halverson, 1987), for instance via the gender role models they are exposed to. Indeed, the gender role models parents provide children with via their own work, task division, and work hours have been associated with children’s gender-typical views about future career and family involvement (Endendijk & Portengen, 2021). Surprisingly, there is a dearth of research on the influence of role models on gender development in middle childhood (6-12 years), even though this period is critical for the development of children’s views about gender. The available research examined brief exposure to counter-stereotypical role models, which appears to change children’s gender stereotypes on the short-term, but does not necessarily affect children’s aspirations and behavior (Olsson & Martiny, 2018). This research program will test the effects of a new role model intervention that is currently being developed for use in primary education. In short, the intervention centers around the new book ‘Het begint met een droom’, featuring stories of 20 Dutch female role models who countered gender stereotypical expectations and achieved success for themselves and others. During the intervention that takes place over the course of 1 month, the book will be read several times and children complete accompanying exercises (e.g., exercises about own heroines, talk to a heroin in your surroundings, guest teacher supporting children to draw a portrait of yourself as hero(in)). This study examined the effects of the intervention on children’s views about gender (i.e., gender stereotypes, self-concept, gender identity, gendered expectations about their future career) and self esteem. The study has a pre-posttest design without a control group.