This study focuses on two early career academics learning their way into university teaching. Their narratives of learning to teach in the Canadian university system highlight the intersectionality of university neoliberal core values and the female experience. Using a comparative case study framework for analysis, this small qualitative study's findings aligned with current literature to show that the participants learned to teach mostly experientially and through critical reflection. Furthermore, normative gender expectations and student evaluations in their tenure and promotion process show how biases currently affect female faculty entering the field of higher education. The paper argues for equity from a gender perspective as neoliberalism is cloaked under the guise of equal opportunity.