Perceptions and Experiences of Gender Transformative Approaches in Rural Honduras^*

Abstract This research examines the potential of gender‐transformative approaches (GTAs) to improve gender equality in agricultural extension programs and food security through experiential learning and participatory methods. Scholars of gender and agriculture have long highlighted the gender gap in access to agricultural resources; to address this issue, development organizations have integrated GTAs into their initiatives. The article presents an empirical case study of a gender transformative‐farmer field school (GTA‐FFS) in rural Honduras and examines participants' perceptions of the short‐ and long‐term benefits and limitations of these programs. The findings indicate that GTA‐FFSs can provide participants with valuable knowledge and skills in agriculture, but structural barriers such as lack of suitable land, access to water, labor, and time hinder their ability to apply the learnings. These barriers are particularly salient for women participants. This research contributes to the literature on GTAs by identifying structural barriers to their short‐ and long‐term success. It also offers insights for development practitioners and policymakers engaged in advancing gender equality and food security in rural contexts; in particular, strengthening the rural social safety net.