A shortage of male teachers at all levels of public education is not a new phenomenon. Gender disparities in teaching have been around for more than a century in the United States. While roughly 39 percent of all elementary and secondary public school teachers were men as early as 1869, only 29 percent of teachers were men by the turn of the twentieth century--a figure dropping to 24 percent 50 years later. The Bureau of Labor Statistics (2009) reports that a mere 2.2 percent of preschool and kindergarten teachers and 5 percent of child care workers are men. Gender disparity in teaching is not unique to the United States. A comprehensive body of research literature examining the experiences of male teachers exists both at home and abroad. Much of this published work describes the attitudes of men as preservice teachers, as experienced professionals, and on leaving the profession. Many studies conclude that further research is needed to better understand why more men don't consider a career in education. Few studies, however, devote attention to possible solutions to the male teacher shortage, such as describing or evaluating recruitment initiatives. This article explores issues and questions examined by the author's students in a semester-long graduate course, Men in Education and Male Teachers, which he taught at Indiana University in Bloomington in the spring of 2008. ["Still so Few Male Teachers: Now What?" was written with Ryan Middleton, Nicole Nicholson, and Dave Sandrick.]