Description: The chief goal of this presentation is to discuss issues in the debate about men teachers and boys in schools as these issues play out in Iceland. In the first place,myths about the need for boys in early childhood and primary schools to have men teachers will be placed in context (Jóhannesson, in print). Often it is said that boys need men role models. It is pointed out that this idea derives from sex-role theory, which at least indirectly presupposes that men and women have rather fixed (gender) roles. Thus the idea of men teachers as role models for boys is misleading not only for the boys that then would have "bad" role models but also for young men who would not want to comply to traditional or conservation conceptions of men's roles and behaviors. Secondly the presentation focuses on how statistics from the PISA study in mathematics in Iceland do not support the idea that boys need for better performativity. Methodology: Research from Iceland and other countries about expectations to men teachers is presented (e.g. Jóhannesson, in print; Foster and Newman, 2005; Sargent, 2001). This research shows that it is often expected of them to be disciplinarians and to display masculine behaviors. The presentation also reviews figures about the gender and regional division of licensed and unlicensed teachers in Iceland, as well as gender differences among children in their performance in the PISA study in mathematics in 2003 (Björnsson, 2005), where girls in all electoral districts of Iceland scored higher than boys in all categories of the test (Statistics Iceland, 2005) Conclusions: The presentation looks at a report from the Icelandic government that was composed to focus on The Dakar Framework for Action that UNESCO released in 2000. One of the goals in the Icelandic report is that more men teachers are needed. Very little argumentation is offered in the report, and in light of the above discussion, it will be argued that we need alternative policy goals for boys' education. Those offered in the presentation are a critical engagement with conceptions of masculinity and femininity and an emphasis on a caring pedagogy for both men and women teachers. It is also argued that we need a new concept as simple as show a non-traditional example to represent that men are capable of fulfilling modern-day expectations of men as caring fathers or nurses or teachers (e.g., Jóhannesson, in print).