A case study examined the processes by which girls and boys in their first month of primary school assume particular, highly gendered subjectivities within the school setting. Subjects, 28 children of diverse multicultural origins entering a suburban primary school in a large regional center in southern Victoria, Australia, were observed in the classroom and on the playground. Selected transcripts of over 100 hours of classroom talk were compiled. Analysis of transcripts of classroom talk was conducted at the microanalytic level. The teacher was also interviewed. Results indicated that, although the teacher worked against such positioning in a number of settings, her interaction in morning talk in relation to gendered doll-objects stands out as a contradiction to her usual non-gendered practice. Findings suggest that feminist poststructuralist analysis is a way of reading teacher discourse and action that locates contradictions and inconsistencies as an effect of discourse rather than as a personal failure of individual teachers. Findings also suggest that while issues of subjectivity in relation to discourse have been an important recent theme of feminist poststructuralist work in education, such theoretical understandings have not had much impact on projects of nonsexist education. (Contains 21 references.) (RS)