The ongoing moral panic surrounding adolescent boys continues to cause concern, proving pivotal in popular discourses centring on the "problem of youth". Drawing on ethnographic data from a large co-educational secondary school, this paper illustrates how school outcomes are adversely affected by working class boys' investments in peer regulated "hegemonic" masculinity. Echoing traditional working class masculine identities formed in relation to the physical requirements of industrial labour, these performances reject associations with activities constructed as "feminine", leading to disaffection with schoolwork. The paper argues that, in a school culture of pervasive homophobia, some teachers paradoxically acted as "cultural accomplices", naturalizing compulsory heterosexuality in engaging alienated and disruptive young men. Moreover, evidence suggests that this is an emerging response to managerialist pressures to "continuously improve" grades by adopting "boy friendly" approaches. This renders questionable strategies predicated on naturalizing assumptions about boys and makes problematic calls for more "role models" without investigating how gendered pedagogies affect schooling for girls and boys. (Contains 2 notes.)