Abstract

While the percentage of men and women is becoming more balanced in a growing number of professions, male teachers are still in demand in the United States’ public schools and teacher education programs, especially at the elementary level. Thus, this article provides an overview of a qualitative case study, which explored experiences unique to males in a predominantly female Elementary Teacher Education Program at a Midwestern University in the United States, as described by three male pre-service teachers enrolled in the Program. The data were collected through interviews and documents. Data analysis occurred simultaneously with data collection, and the NVivo software program was used to analyze the data. The findings yielded insights for appropriate audiences and further research as well as implications for recruitment, training, and retention of male elementary school teachers.