Male elementary school teachers work in a feminized profession. In the public discussion about the academic failure of boys, they often appear as bearers of hope. Is this justified? This volume presents the results of a qualitative study on the professional habitus of male elementary school teachers: The professional actions of the teachers navigate the tension between reflection and inner emigration. The author elucidates the connection between these action orientations and the corresponding constructions of masculinity, and discusses the question of whether men in elementary schools can meet the expectations placed upon them in a new light.