Developing values of gender equality in an Islam-based region is difficult. The objective of this study is to evaluate the implementation of training and vocational education, that is, Gender-Responsive Family Education (GRFE), in actualizing gender equality, embracing variables of Communication, Resources, Disposition and Bureaucratic Structure. This research was conducted in five Community Learning Activity Centers in Demak Regency, Central Java, Indonesia. The data was gathered using focus group discussion and participatory observation. The analysis technique employs interactive analysis of Miles and Huberman’s models. The result reveals that the effective communication between program managers and religious leaders, the availability of human resources understanding religion and gender, the utilization of religion-based preschools, household-based productive economic efforts, and active husbands’ involvement in designing programs, are considered good practices of the implementation of GRFE. To make the program more quickly and equally implemented in various religion-based areas, educating and training about gender to religious leaders and preschool teachers become important