This article examines the psychometric properties of the adaptation of two questionnaires addressed to French-speaking students, which evaluate gender stereotypes regarding mathematics and gender stereotypes regarding French. Results of two studies comprising grade six, eight and ten students [n (Study 1) = 169; n (Study 2) = 1 138] showed that the adapted instruments offer a high internal consistency, and a good concomitant validity. In addition, results of exploratory and confirmatory factor analyses revealed a structure corresponding to the adapted subscales, and adequately reflecting the data. In summary, the adapted questionnaires are psychometrically sound.