Drawing upon observations, written communications, and monthly interviews spanning the participant's first year of teaching, this case study reveals contradictions men face as elementary teachers. Entering teaching with a "male" advantage, Brad was isolated within a "female" profession. Becoming the male role model he always wanted to be, he became constantly vigilant of his interactions with children. Celebrated for departing from the scripts of masculinity, he was simultaneously rewarded for reinforcing these scripts in his work. Although friends, teachers, and parents celebrated his career choice, he felt pushed to "move up" by "moving out" of the classroom. This study reflects the spectrum of contradictions men confront as male elementary teachers. Key words: male elementary teachers, professional identity, teachers as role models, gender, scripts of masculinity.