This paper analyzes the characteristics of the population entering in the School of Engineering, Universidad de la República, Uruguay, and their academic performance from a gender perspective. In order to determine their performance, cumulative credits for each year and diagnostic tests applied at the beginning and in mid-career were defined as dependent variables. The results show that women have achieved the first third of career advancement faster than the whole generation. This fact is consistent with personal skills that shows when they get into school, such as increased intrinsic motivation learning oriented and autonomous learning strategies more pronounced. Preconceptions about engineering might be limiting more women to enter into these careers, however, once they enter, they show better relative performance than men, as shown in the study.