Because professionalism in early childhood education and care (ECEC) is measured by standards relating to caring, men in the field are often held to expectations associated with female behaviors. This research examines the tensions arising from this encounter and explores alternative solutions which male ECEC workers around the world have generated when facing of their challenged masculinity. This study employed observations and narrative interviews of men in six countries, relying on grounded theory to thematically analyse the data. Findings show multiple components of teachers' masculine identities: charisma, initiative, daring, and playfulness combined with attention to the children's needs. Their commitment to teaching, combined with an intense interest in children's well-being, enabled them to incorporate a strong masculine identity with appropriate professional goals. This study suggests that early childhood leaders re-examine gender roles by reconsidering the traditional gender dichotomy paradigm.