This book arises from a question: why is it that, in the 21st century, men in the teaching profession are still viewed with prejudice, to the point of restricting their effective field of work? The text, which is of unquestionable quality, presents us with the stories of 'extraordinary' men whose professional choices are not - or not at all - 'ordinary': they are teachers in early childhood education and in the early grades of elementary school, school spaces which, 'ordinarily', are dominated by a certain 'feminine imaginary' despite having been occupied by men in their early days. Thus, it is to be expected that there will be reports about the difficulties encountered by the 'extraordinary', but not only. This book is necessary reading for teachers, researchers, parents and students because it brings with it a more democratic view of education, the discussion of a teaching profession that is less feminine and more open to dialog and access for teachers of both sexes.