This chapter collects and briefly discusses the evidence of medieval English women’s involvement in French education from its beginnings in the mid thirteenth century up to the end of the Middle Ages. The focus falls on the important roles that women played as the promotors, deliverers, supervisors, and beneficiaries of French teaching, and on the ways in which women’s performances in these functions changed both over time and according to their social context. The conclusion highlights methodological issues raised by the enquiry that relate to the patchiness of the evidence and its biases. The chapter’s global aim is to give an account of medieval women’s involvement in French education that can be usefully compared with women’s experiences of teaching and learning languages at different times and in different places.