Gender equity education is one of the major issues in recent Taiwan educational reform movement. While more and more researchers claim that teacher education should pay attention to facilitating preservice teachers to develop gender-sensitive literacy, little is known about the impact of taking gender equity education course on their gender consciousness. The purpose of this study is to use journal writing to inquire teachers college students' development of gender consciousness through the gender equity education course. The writing of journals appears to have been an important way of women's ways of learning From journal writing, it is hoped that teachers college students make connections between their existing knowledge and newly learnt knowledge, recognize diverse social identities to reconfigure existing social boundaries, and develop a language of critique and possibility. From the analysis of the journals, four themes are generated. First, the students experienced anxiety and contradiction when they first encountered feminist discourses in the classroom. Second, through the course, most of the students started re-examining and re-interpreting what was happening in everyday life from feminist perspectives. As they engaged in these activities, they continued to shape their gender identities. Third, some of the students tried to bring their gender consciousness into actions, both in public issues and personal events. Finally, there still a few students refused to see gender inequity as socially constructed and remained fixated on individual reasons throughout the whole course period.