The author attempts to work through the epistemological, methodological, and ethical questions involved when a man attempts to contribute to feminist theory and practice with ethnographic knowledge. He discusses the precursors to such a project by recounting the history of male contributions to feminist anthropological scholarship and reviewing current debates about the problems of interpretation and praxis in feminist ethnography. Drawing on fieldwork at a Mexican secondary school, the author presents the dilemmas he faced and insights he garnered in focusing his inquiry on Mexican schoolgirls and their mothers. He also discusses the problematic nature of his inquiry with sexist schoolboys and the ways this inquiry may still contribute to feminist knowledge. Reflecting on these experiences, he establishes the centrality of feminist educational ethnography in the outlook for feminist social change and argues for a pluralistic conception of feminist educational ethnography that might find a valuable place for male contributions.