Gender in the early years has been variously theorized, researched, and conceptualized over the past few decades (Blaise 2005; Davies 1989; Hodgins 2019; MacNaughton 2000; Osgood 2006). Despite this rich legacy of scholarship, there is a lack of research that has critically engaged with gender in Montessori contexts. In fact, Montessori spaces and materials in previous research have often been framed as “gender neutral” or devoid of gendering practices (Gustafsson 2018). Notwithstanding this research framing, initiatives such as the Male Montessorian, Queer Consultants, and blossoming beyond the binary have made efforts to bring gender and sexuality into the conversation in Montessori circles. At a more institutional level, in response to the UK Department for Education’s efforts to diversify gender in the early years workforce (DfE 2017), Montessori training organizations such as the former Montessori Centre International (MCI) put strategies in place to recruit more men into Montessori education. In 2016, MCI extended financial aid worth£ 3000 to up to three male applicants per year to recruit more men into their training program (Marcus 2016). While this is commendable, the challenges in relation to gender inequalities and injustices are comparable to the sector more widely (Osgood and Mohandas 2019). The research literature that has dominated Montessori circles tends to be concerned with validating Montessori theory and practice (Lillard 2013, 2012; Lillard and Taggart 2019; Lillard et al. 2017), often dismissing gender as not contributing “significantly to any of the difference reported”(Lillard and Else-Quest 2006, 1893) without considering how gender is conceptualized or theorized. These feed into notions that position the Montessori approach as gender neutral or devoid of gendering practices. Using Maria Montessori’s feminist legacy as a springboard, the need for a sustained engagement with contemporary feminist research to complicate understandings of gender is justified. By utilizing contemporary feminist lens, the gender-neutral status of Montessori materials is ruffled and gender within Montessori practice and theory is rethought as performative, relational, multiple, situated, and complex.