This article presents research undertaken among male teachers and it explores their perceptions and experiences of working in early years contexts. It examines prevalent, contrary discourses and their impact on the construction of male teachers' identities. Public discourses in relation to male teachers reveal contradictions and ambiguities (Carrington et al., 2008). Men are conscious that many conflicting identities are constructed for them--from "Superhero" to "Demon". According to these data, male teachers seem unsure of who they are and indeed of who they should be within a school context. This uncertainty is, in part, a result of their awareness that various groups have the power to construct their identities in different ways. This article will discuss different identities constructed by, and for male teachers, and will argue that individuals may be limited as far as choice is concerned because of the power structures operating both within the primary school institution and in broader society.