Male social work students are a numerical minority in Bachelor of Social Work (BSW) programs, a reality that warrants exploration as the academy strives for greater diversity within preservice social work programs. The present qualitative phenomenological study examined how male social work students in one BSW university program perceived their classroom, curriculum, and field experiences. Findings were analyzed according to the theory of multiple masculinities. The male social work student participants negotiated their gender identity in ways that problematized, but ultimately affirmed their dominant status throughout their undergraduate programs. Recommendations for social work program faculty and program directors are included. (Contains 2 tables and 1 figure.)