I will try to present the comparative approach to women’s education in France, England and AustroHungarian Monarchy in the second half of the 19th century. The main goals in schools’ politics of women’s education in France, England and Austro-Hungarian Monarchy is similar to construction of ideal image of womanhood. School’s politics of women’s education in the second half of the 19th century was primarily based on constructing desirable gender and class identities. According to the opinions of the then educational authorities and psychologists, the aim of the school system was to turn the female students into good mothers, wives and housewives. “The real woman” was the one who completely fulfilled her duties as a mother, wife and housewife, she is the one who was modest, obedient, diligent, lovely, religious, silent, shy and patient. This “natural” characteristics of femininity was presented in the pedagogical discourse in France, England and Austro-Hungarian Monarchy. During the 19th century the education system was built on the idea that Foucault calls “the regime of truth”. The knowledge and power were mutually connected and the education system used it to influence the cultural construction of female identities.