The purpose of this study was to describe the essence of being a male elementary general music teacher (MEGMT). I sought answers for two research questions. First, what are the perceived uniquely male experiences in elementary general music teaching? Second, in what ways might gender be a consideration in the preparation of elementary general music teachers? I conducted semistructured interviews of ten current MEGMTs in one New England state. After three cycles of coding, I found four emergent themes: (a) perceived uniquely male issues in teaching, (b) the hiring process and early years, (c) workplace gender issues, and (d) urban teaching overall. These findings both corroborated and contradicted those of the limited studies about MEGMTs, yielding support to investigate MEGMTs' multifaceted essence further.