This paper investigates how two male teachers construct health and physical education (HPE) as a particular site for schooling the gendered body. Using knowledge of productive pedagogies and a theoretical framework that draws on the work of Foucauldian analytic categories, we foreground how issues of identity, the body and gendered knowledge/power relations get mobilised through how these two male teachers talk about the HPE curriculum and their pedagogical practices. It is concluded that teacher threshold knowledges about gender impact significantly on the execution or pedagogical practices and the implementation of curriculum in the HPE classroom.