This paper concerns physicality and the tendency to operate within bounds of familiar repertoires of embodiment. It questions the degree to which habitual ways in which we pose, repose, and action our bodies are authentic as opposed to constructed artifacts of our enculturation. With reference to notions of 'neutrality' as raised in Lecoq training and the Feldenkrais Method, this paper aims -- though suggested autoethnographic exploratory practice -- to bring awareness to habitual ways in which each of us embody gender. It highlights means by which educators can direct the focus of those with whom we work toward recognizing and deconstructing aspects of embodied gender behaviors that may be inherently, but not obviously, inequitable. Attending to these issues within spheres of education has the scope to safeguard the social and emotional well-being of those not inclined to embody in accordance with hegemonic gender norms and to broaden attitudes toward embodied expressive possibilities.