In this work, the topic of the attitudes of elementary pedagogues towards their male colleagues in the context of gender sensitivity in elementary education institutions is treated. Studies on the inequality of gender (Fried 1989, Preissing et al. 1985, Aigner et al., 2013), a discussion of the concepts of gender-sensitive pedagogy (Dräger 2008, Focks 2002, Rohrmann, Wanzeck-Sielert 2014) and the professional pedagogical attitude (Nentwig-Gesemann 2007). Furthermore, important aspects of the involvement of male specialists in elementary pedagogical practice (Brandes et al 2015, Wal-ter 2006, Rohrmann 2012) and on the theory of learning on the modell of Bandura (1979) are highlighted. On the basis of three semi-structured interviews with elementary pedagogues, which were evaluated in depth hermeneutics (Leithäuser, Volmerg 1979), it could be found that female pedagogues tend to have gender-typical role assignments and see a benefit for boys by a male pedagogue as a caregiver. Another key finding is the view of the female pedagogue that male colleagues not only engage in activities other than women but also offer them in greater detail and complexity. From this it can be concluded that the involvement of male educators can cause a reinforcement of typical role stereotypes if a professional pedagogical attitude (Nentwig-Gesemann 2007) of the educational staff is not promoted.