The overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education [see, for example, Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. "European Early Childhood Education Research Journal," 23(3), 351-361; Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programmes to job retention. "European Early Childhood Education Research Journal," 23(3), 362-369; Simpson, R. (2014). Doing gender differently. Men in caring occupations. In S. Kumra, R. Simpson, & R. J. Burke (Eds.), "The Oxford handbook of gender in organizations" (1st ed.). Oxford: Oxford University Press)]. In this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews were conducted with 38 men attending the preschool teacher-training programmes at three Swedish universities. The result shows two main themes for negotiation that were called "Becoming and being a 'breaker'" and "Coping with sticking out".