In this article we offer a research-based response to and critique of approaches suggested to address boys' literacy and pedagogical reform. Our aim is to open up a dialogue by examining the conceptual limits imposed by casting boys as particular sorts of literate subjects. We argue against officially sanctioned literacy practices that fail to engage with research-based literature that raises serious questions about gender reform initiatives. We suggest caution and further informed dialogue in response to media generated public concerns and educational policies aimed at remasculinizing schools rather than interrogating gender binaries.