This research investigates the social and professional experiences of male primary school teachers, focusing on the barriers and stereotypes they face in an environment where they are underrepresented. Using a qualitative phenomenological case study approach, this research delves into the lived experiences of male primary teachers in Indiana. It explores societal perceptions and expectations that influence recruitment and retention within the primary setting. The study employs Role Congruity Theory, a framework that aids in understanding the alignment or misalignment between societal gender roles and the actual roles of primary teachers, as its theoretical foundation. The research is based on data collected through in-depth interviews with male primary teachers. These interviews reveal the stereotypes that male teachers must navigate and the strategies they employ to establish professional identity and acceptance in their roles. The findings call attention to overcoming societal biases and fostering inclusive school practices. This study shows how male primary teachers contribute to the primary settings, challenging traditional gender roles and enriching the learning environments. This research recommends initiatives for school leaders and policymakers to enhance male teachers' recruitment and supportive structures in primary settings. The research emphasizes the importance of addressing these key areas to promote a more equitable representation in primary teaching, which is crucial for mirroring societal diversity. This research contributes to educational leadership by providing insights that can help dismantle gender-based barriers and promote more inclusive environments for teacher recruitment and retention for males in the primary setting.