Little is known about methods to address gender-based bias against male elementary educators. Framed by social role and role congruity theories, this study explored the effects of gendered traits and teacher gender on perceptions of elementary educators. Participants (N = 246) were randomly assigned to view websites that varied gendered traits (communal, agentic, neutral) and teacher gender. When choosing a teacher for their child, individuals preferred either neutral or communal teachers to agentic teachers. Additionally, participants reported that men were significantly less hireable than women, indicating a backlash against men who seek employment in traditionally feminine fields. This study suggests that individuals seeking entry into elementary education should avoid describing themselves in agentic terms.