The call for more "brave" male early years practitioners and primary classroom teachers remains prevalent as boys' underachievement continues to dominate education agendas. There is a recognised need, backed by government policy and public discourse in England, for more men to work in settings and schools (0-11) and act as "role models". This article reports on the complexities of this as a term by presenting select findings from the author's doctoral research. Through an investigation into the thoughts and perceptions of men who actively work with children in the 0-8 sector, research findings suggest that there is a general lack of clarity with regard to how the 'role model' is actually defined. The significance of this will be considered.