Through an analysis of his lived narratives, the author discusses the formative experiences some preadolescent boys have with nudity/nakedness as well as the initial experiences young male art students and teachers have with the nude in academia. This article examines how heteronormative ideas about sex--gender and professionalism--limit the possibility of rich educational experiences, affecting both educators and students. The conclusion of this study involves a discussion of the benefits of more inclusive examinations of the various conditions, frameworks, and approaches to interpreting the nude with a focus on specific works of art. (Contains 2 endnotes.)