This article presents a case study of an exploration of gender roles in a second-grade classroom. The author discusses some of the discursive identities in which she and her students are positioned, and then uses the picture book William's Doll to introduce a discussion of discursive gender identities with her students. She then asks students to step outside their discursive gender roles and to reflect on that experience. The data generated by this study point to new directions for talking with students about how they are positioned, and position themselves, in multiple and contradictory discourses.