This qualitative exploratory paper presents thematically analysed findings from the first year male Foundation Phase (FP) student teachers pre-knowledge, expectations and peoples attitudes towards FP teaching career. A purposive sampling procedure was followed to sample twelve first year Bachelor of Education (B.Ed.) Foundation Phase male students from a historically black rural university in South Africa. The students were interviewed in two groups, each consisted of six students. An interview schedule was used as data collection instrument. Underpinned by Ryan and Decis Self-Determination Theory (SDT), the papers findings show that a number of male students who are studying towards their B.Ed. FP are enrolled in the programme without prior knowledge of the level/phase they will be teaching after completing their studies. Such male students find themselves faced with attitudes from society as FP teaching career is generally associated with female teaching which raises issues of the patriarchal nature of our society. However, their motivation and determination has ensured they remain unshaken in their chosen career. The paper concludes that gender stereotypes associated with teaching at FP is still prevalent. There is, therefore, an urgent need for society to change the attitude of those who still believe that FP teaching is a female domain. Further studies, especially longitudinal ones that promote FP teaching among males should be conducted in other universities across South Africa and should focus on, amongst other topics, the benefits of male teachers in FP. Such studies should track down career progression of male FP student teachers from when they register for the FP programme till at least their first three years of working as teachers. These studies would demystify FP teaching as a low rated career and only suitable for females.

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