This article analyzes the interaction between sex role and "pupil role" in the early childhood education setting. It postulates that teachers and schools have a demonstrated investment in socializing children to a passive, docile, and dependent role, beginning at the preschool level. This role, called "pupil role," corresponds closely to the traditional female sex role and is incongruent with the standard male sex role. Thus, boys experience conflict and stress in school while girls accommodate to the passive learning style associated with pupil role. The long-range implications of these differential interactions are discussed along with suggestions from research and theory about the benefits of active over passive learning strategies. Finally, recommendations are offered for teacher training and school reform. (Author/ED)