In Denmark the majority of young people (72%) continues into one of the four types of upper secondary schools (a prerequisite for entering HE). Here physics is mandatory at C-level for most students with the opportunity to advance to A-level. Over the past decade female students advancing to a A-level with science subjects has increased, however when looking at physics alone the numbers have decreased. Framed within an identity lens this poses the questions of if, and how female students come to see themselves as belonging within physics. By exploring the promoted identities, and how female students over time relate themselves to these while negotiating the classroom norms, I firstly provide insights into the norms and barriers that prevent female students from seeing themselves in physics. Secondly, I offer an understanding of what is regarded essential for seeing oneself as thriving when learning physics.