Since the 1970s, a continuous decline in the number of males entering into the teaching profession has resulted in significant underrepresentation of male teachers in public schools, especially in elementary schools. The problem is applications to elementary school positions by females far outnumber applications by males. This qualitative phenomenological study was designed to identify potential male elementary school teachers’ perceptions of teaching in the primary grades and how the perceptions are influenced. Nine male veteran teachers and 11 male nonveteran teachers participated in the study. All data were collected with in-depth interviews using open-ended questions. Six relevant themes pertaining to attracting and retaining male teachers in elementary teaching emerged during data processing, including the decision to teach, stereotypical expectations about elementary teaching, the importance of money, reducing barriers for male teachers, the benefits of teaching, and technological teaching orientations. Exploration of the emergent themes on an individual basis provides information for school leaders that will help refine recruiting practices and allow leaders to target potential male elementary teachers more effectively.