Education is the parameter to measure societal change, economic progress and modernization. It is instrumental in assessing literacy, knowledge and skill of the population. Bardhaman district of West Bengal (India) is one of the most populous districts of the state, due to its industries and urban development. The district has an innumerable number of schools, colleges, training institutes, some even dating back to the late nineteenth and early twentieth century. Several studies have been conducted on enrollment of students in different academic levels and literacy drives; however, separate studies on female education and their engagement as teaching professionals in the area are untouched. Today’s society is addressing the global issue of gender equality in pursuit of a more inclusive and equitable world. Against this backdrop, my research attempts to contribute to this discourse. This paper aims to examine the role and contribution of female teachers in the sphere of educational development, in the industrial belt of Asansol–Durgapur in Bardhaman district. The prime objective of this micro-level initiative is to incorporate regional studies in the broader arena of macro-studies with its discourses. The methodology used to carry out this research is a quantitative analysis of statistical data obtained from several Government and Non-governmental records. These data have been corroborated with quantitative and qualitative data obtained from field surveys, interviews and informal conversations. The findings suggest that women literacy was found to be satisfactory, but their engagement as professionals remained a small entity. However, emphasis has been given to women breaking gender stereotypes— from women taking initiative to setup girls’ schools to those who worked together with their male staff in educational institutions. Therefore this study on female educationists and academicians is a gendered one, where women’s work and identity is being camouflaged.