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This book explores the experience and identity ofAustralian male primary (elementary) school teachersand the way that society perceives, treats andpositions them. It documents their experience ofcrossing-over into a career commonly regardedas 'women's work', and charts the advantages anddisadvantages they face as a result of theirmaleness. The book concludes that theirexperience is likely to be complex, contradictoryand problematic, and that their choice to cross-overinto women's work such as primary teaching oftenyields a unique and complex mixture of experiencesthat are poorly understood by both themselves andothers. This book articulates the issues at stakefor male primary teachers and provides a languageand framework that enables the relevant issues to beaddressed within education policy, teaching practiceand teacher education. It also calls for new andmore sophisticated societal debates and discoursesabout male primary teachers that will adequatelyaccommodate the complexity, joys and sometimesprecarious nature of their experience.