In Australia, several rounds of policy and training reforms, and investments by governments, industry and other stakeholders, have fallen short of meeting the learning and employment needs of women. Their level of engagement in education, through Vocational Education and Training (VET), for example, remains below expectation. In this paper, we use a practice theory lens to examine literature on the history of VET for women in Australia and analyse the kinds of arrangements that have enabled and constrained women’s participation in vocational fields, completion of certification, and subsequent employment outcomes. Historicising practices is critical for understanding the extent to which the conditions of the ‘past’ can be traced to the conditions of ‘present’ to identify the intrinsically ‘ecologically’ relatedness between remnants of practices as they are encountered and change over time, to advance practices and practice architectures themselves.