The barriers to male participation in education and training initiatives in Ireland were examined in a qualitative study. The data collection methods were as follows: (1) semi-structured focus groups with a total of 41 men participating in training initiatives at five sites across Ireland; (2) in-depth interviews with 20 of the men; (3) a literature review; and (4) a review of government responses and interventions in the area of male education and training. The identified barriers to male participation in training fell into the following categories: (1) the construction of masculinity; (2) the school experience; (3) developing identity; and (4) changing gender roles. Although the five learning environments studied differed from the standpoints of their operation, purpose, function in the community, the following universal value system emerged across the five programs' methodologies: (1) providing individual responses to individual needs; (2) restoring self-belief and thereby inspiring agency in the learner; (3) building relationships between facilitators/tutors and learners on a foundation of mutual respect and trust; (4) providing a nonthreatening, noncompetitive, flexible, and comfortable environment; and (5) facilitating the acquisition of skills in a purposeful and meaningful way. The focus group format and interview guide are appended. (Contains 35 references.) (MN)