A qualitative exploratory case study was conducted to better understand how male teachers affect the relationship their female students develop with math in early elementary school. A review of the literature was conducted. Studies have focused on female math education, male teachers, and some focusing on both but in upper elementary or later. None were discovered to have centred on said topic area in early elementary. While gender gaps in math performance have largely disappeared, gender gaps in the mindset towards math exist. Ten participants in two early elementary classrooms with a male teacher from two different schools participated in one on one audio recorded interviews. Five major themes emerged from the data and are analyzed to understand how the findings can be used to improve early elementary math education for female learners by making math teachers aware of how teaching practices affect the relationship female learners develop with mathematics. Keywords: Mathematics education, male elementary teacher, female learner