This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers' negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality.