The aim of this paper is to demonstrate how self-identified male educators construct non-normative masculinities as they fulfill their roles with young children within early childhood education (ECE) environments. To achieve this objective, we draw upon the voices of men in the field to highlight their motivations and shed light on the challenges of their lived experience in the field of ECE. We use data from questionnaires, interviews, focus groups and classroom observations from a much larger research project that uncovered intrinsic and extrinsic factors influencing men’s decisions to join the ECE workforce. (author abstract)