The introduction of women’s, gender, and feminist studies (WGFS) into higher education (HE) curricula has primarily been driven by individual efforts rather than institutional objectives. This article employs a multimethod approach to comprehensively understand the potential contribution of gender equality plans (GEPs) to strengthening the integration of WGFS in HE curricula and pedagogical practices. The study’s documentary corpus includes data from GEPs in implementation, semi-structured interviews with 27 WGFS lecturers, and a web survey of 118 lecturers who teach courses related to or integrating gender aspects. This approach reveals divergent perspectives on the role of GEPs in HEIs, summarized into three categories: cautious optimism, skepticism, and simplistic views. The tensions and constraints associated with the contributions of the GEPs, as perceived by many involved in incorporating gender issues into teaching, outline a vigilant optimism for the future implementation of these mechanisms. Nonetheless, given the historically limited role of institutional initiatives in consolidating WGFS in Portuguese higher education, we argue that the potential contribution of GEPs to this field should not be underestimated, as integrating WGFS into institutional planning can legitimize, support, and leverage efforts that have predominantly been individual.