This paper, based on an interactive session, offers the perspectives of three male professors, all of whom teach science methods classes consisting primarily of female prospective teachers. These three men have engaged the matter of gender-inclusive education in their classrooms and have struggled with the ramifications of that engagement. It is a commonly held belief that male professors approach women's issues from a distinct point of view that is developed through the interaction of influences from families, friends, teachers, professional literature, and the social context. The participants in this interactive session shared insights they gained from investigating gender dissonance within their own professional lives which cover different institutions of higher learning and different time periods. The goal of this session was to provide the basis for the conversation about male science education professors, gender-inclusive education, female prospective science teachers, and avenues of research to construct a more complete understanding of the situation. Contains 30 references. (JRH)