The presence of men in early childhood education presents a complex issue, offering opportunities to advance gender equality and challenge longstanding norms, but at the same time it poses a risk of reinforcing gender roles and expectations. This study aims to examine perceptions of male educators in early childhood education, focusing on potential gender stereotypes and expectations that may influence their professional roles and interactions with children. Previous research shows how male educators navigate gendered norms and expectations, challenging and critiquing traditional norms, and aiming to build a more gender balanced representation in the profession. The data from the study is provided from semi-structured qualitative interviews with six preschool teachers, evenly split between male and female informants. Thematic analysis of the data shows that preschool teachers perceive male educators in terms of both opportunities and challenges related to gender norms and stigma. It further shows that while individuality and professional competence challenges the norms, gender might still be an underlying factor in shaping their expectations of the role that the male educator assumes. The study highlights the need to challenge traditional perceptions about the male educator in order to promote inclusion and a greater diversity in early childhood education.