This study considers the reasons why so few male student teachers are entering the special education sector. This comes as recent statistics reveal that the percentage of male teaching staff in special education in Northern Ireland is much lower than in England. The article first critically considers the international literature on male students' perceptions of entering the teaching profession. The study then examines the opinions of the post-primary student cohort at one major initial teacher education institution in Northern Ireland and contrasts male and female responses in terms of students' confidence in their knowledge of special educational needs and their relative willingness to consider specialising in this area. The study reveals significant differences in the cohort between male and female students' perceptions, and through individual interviews it explores further the reasons why male students are reluctant to specialise in special educational needs. (Contains 1 table.)