This study was conducted to test the hypothesis that male influences both at home and at school would promote a positive self-concept in preschool children. More specifically, it was thought that preschoolers with both a father at home and a male teacher at school would have a slightly more positive self-concept than preschoolers with either a father at home or a male preschool teacher. In turn, this second group of preschoolers was hypothesized to have a higher positive self-concept than those preschoolers with neither a father at home nor a male preschool teacher. Subjects of the study were 230 preschool children drawn from Head Start programs in Texas which employed male teachers. Children were assessed through use of the Self-Concept and Motivation Inventory (SCAMIN) which measured overall self-concept in relation to school. Results showed that having a significant male in the home and having a male teacher significantly improved the self-concept of the student; however, this significance extended only to the male students in the study. Because the original hypothesis was only partially supported, it was concluded that the influence of male teachers, in general, does not seem to extend to children on those variables over which the teachers have only an indirect influence (i.e., gender concepts and attitudes toward school and self). (DST)