In France, kindergarten teachers are supposed to promote gender equality as stipulated in law (2013). The analysis of available classroom materials shows the lack of openness to think gender as a plurality of identities and not as a normative male/female structure (Anka Idrissi et al., 2018; Trudel, 2018). A master’s student, writing a dissertation about gender teaching at school and engaged in feminist pedagogies in education, proposed discussions about pedagogical materials to primary teachers. Do these materials, that challenge the question of gender as defined in institutional texts, i.e. in the binarity of girls and boys, conflict with the teachers’ beliefs and representations of gender? What is at stake with the resistance or openness that teachers express? To answer these questions, we set up three focus groups with 6 kindergarten teachers. To start up the discussion, a set of pedagogical materials presenting people with non-binary identities was submitted to the participants. The analysis of teachers’ discourse highlighted how teachers negotiate these materials as affordances, problems or solutions to the issue of non-binarity. The analysis shows how teachers contribute in their interactions to co- constructing resistance or openness to change (Kalampalikis et al., 2004). Some teachers perceive an overemphasis on promoting gender equality and reject the issue of sexual minorities. Others avoid saying too much for fear of being judged, and some declare that they are open about gender non-binarity and sexual minorities and want to take this into account in classroom practices.