With the background of girls being underrepresented on the schoolyard football field, this study explores how gender is involved in girls’ relation to the place. According to previous studies, the football field is a location where girls often fail to integrate. This phenomenon is explained as a consequence of traditional and masculine norms of the place. The study has been carried out using a social constructive method and have investigated elementary school girls´ possibilities and strategies to adapt to the schoolyard’s football field. The results were analyzed based on Judith Butler´s performative perspective of gender, together with the gender system and place theory. The study is based on surveys and interviews with elementary school students from two different schools. The analysis shows how girls' difficulties to get on the football field are due to multiple factors that can be linked to the place´s masculine norm of hardness and indifference that doesn´t correlate with the girls´ perception of gender. The study identifies how the girls who conform to the location characterized by masculine dominance use different strategies, including a combination of being successful at the game and having stable friendships with the other participants. As a solution to make the football field more inviting, inclusive and dynamic, the study highlights how the masculine character of the football field needs to be redefined. The climate of hardness and individualism needs to be replaced and renegotiated by new values, where cooperation and consideration become more defined.