This research focuses on an analytical reconstruction and interpretation of the development of professionalization processes of the teaching profession for female teachers in the 19th and early 20th century in the two southwestern states of Germany. This period encompasses the integration of female teachers in the public school system, the development of different female teachers’ careers and their gradual adaptation to the education and training concepts of male teachers up to the days of the Weimar Republic. The category of gender and its relevance are addressed on a discourse level as well as on a level of strategic action and the issue of intentional control of state and non-state agents and their interdependencies is looked taking recourse to the term of control as it is used in political sciences. The professionalization process is presented within the range of top down processes dominated by government control measures and bottom up processes implemented for example by teachers’ associations. Despite striking similarities between the various courses of professionalizaton - especially in view of the state-initiated delay of the access of women to the public school system and the defensive attitude of teachers’ associations, they differ due to differences in education and training systems as well as the respective status of male teachers and their training and education concepts in both German states. The power of the church in matters of school supervision also plays an important role and so do the position of women in society generally and the status of girls’ education in particular.