Boys' classroom experiences over the past 20 years have shifted to increasingly restrictive and negative messages on a daily basis. Due to increased accountability, curriculum requirements, testing, and intensification of daily classroom experiences, boys are losing interest in their educational experiences in early elementary school. The question this paper raises is what impact this daily experience has on later life choices among American boys, particularly among White boys who join White nationalist movements. We focus on prior research and reflections on the educational experiences of White Christian nationalist (WCN) members, particularly focused on elementary years. Bringing this prior research into connection with current work on video gaming and reflecting on these ideas through a theoretical lens extends these ideas into a confluence of factors that influence adult disenfranchisement, leading to decisions related to White nationalist membership and activities. Conclusions include recommendations for K-12 schools and adult educators in working with boys, men, adult learners, and teachers in ways that may ameliorate men's social "disengagement" and resulting "engagement" with the WCN movement.