This literature review explores the experiences of male kindergarten principals through the lens of social role theory, which posits that gender roles shape individuals' behaviors and societal expectations, influencing leadership perceptions and practices. Hence, the review aims to synthesize international research on male principals in early childhood education to examine how societal stereotypes and gender roles affect their professional experiences, leadership efficacy, and career trajectories. The systematic review of 11 studies was conducted between 2001 and 2024, using qualitative, mixed-methods, and case-study approaches. The findings reveal that despite these challenges, male principals employ coping strategies such as role adaptation, boundary negotiation, mentorship, and networking to navigate gendered expectations and assert leadership. The implications of this review underscore the need for systemic interventions to support male leaders in early childhood education, including mentorship programs, professional development opportunities, and policies that challenge traditional gender roles.