This dissertation explores four of my kindergartners' understandings of gender across one academic year with an in-depth study of responses to a series of picture book read alouds including Cinderella variants. Critical literacy offered opportunities for these young students to critique inequities within social practices (Au & Raphael, 2000; Vasquez, 2014, 2017); whereas, poststructuralist feminism framed the inquiries into the locations of deeply ingrained gender identities (Blackburn, 2005, 2006; Blaise, 2005a, 2005b, 2014; Villaverde, 2008). This critical analysis of literature provided a means for the kindergartners to uncover underlying messages of power and inequity by interrogating whose voices were heard and whose voices were silenced (Freire & Macedo, 1987; Harste & Vasquez, 2011). Through the methodologies of case study (Creswell, 2007; Yin, 2009) and discourse analysis (Bloome, et al., 2008; Fairclough, 2003; Gee, 1999), three case studies emerged, drawing on the constant comparison of data (Corbin & Strauss, 2008), analysis of intertextualities (Fairclough, 2003) and (re)positioning of participants (Davies & Harre, 1990; Harre & van Langenhove, 1991) from both structured and unstructured discursive classroom events. Structured events included transcriptions of picture book read alouds, discussions, and smaller focus groups; while unstructured events encompassed multimodalities such as dramatizations and play centers. Furthermore, the methodology of practitioner research (Cochran-Smith & Lytle, 2009; Perry, Henderson, & Meiers, 2012) required transparency of my own gendered understandings as a teacher through the analysis of classroom discourse, practices, and curricula. Data sources included reflections, weekly lesson plans, video and audio transcriptions. The findings of this study support gender as complex, dynamic and fluid, and contextualized varyingly through people, places, and events. The kindergartners' explorations and expressions of gender revealed multiple perspectives and definitions of gender. The results also suggest subconscious reinforcement as well as intentional disruptions of heteronormative instructional practices across the school year. The findings of this study could benefit the wider educational field to inform and extend poststructuralist feminist conversations in the early childhood setting (Blaise, 2005a, 2005b; Thornton & Goldstein, 2005; Wohlwend, 2009, 2011, 2012). This study also has the potential to enhance local knowledge at the school and district level by promoting conversations regarding gender within spaces such as Professional Learning Communities (Perry, Henderson, & Meier, 2012). Additionally, this research seeks to promote acceptance for girls or boys who identify with areas of study and professions not typically aligned with their gender. Finally, this research responds to the increasing call for schools to be more responsive to the needs of children who experience harassment and discrimination due to gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]