Reducing gender inequities is seen as an increasingly important aspect to realizing development goals and promoting economic growth in Jordan. News coverage in the state-owned Jordan Times, recent statements by political leaders, and the policy language of official campaigns in Jordan, such as We Are All Jordan and Jordan First, suggest that Jordan must embrace "global values" in order to eliminate gender bias. Jordan and its international backers such as USAID and the World Bank depict education as the most important way by which to tackle issues of gender. Yet the "problem" of gender in Jordan is overwhelmingly depicted as an issue concerning women, and takes increasing women's visibility and participation in political life and the economy as its goals. Moreover, the state's emphasis on gender-as-women's empowerment neglects the ways in which males are gendered in schools at a time when Arab and Muslim masculinity is increasingly reified by policymakers and the media as an effect of a dangerous "Islamic" identity. In this paper, I propose to interrogate how schools serve as sites of gender struggle for boys and how these contests contribute to the production of their masculine identities. Drawing upon the scholarship of Connell (1987), Foucault (1977), Ferguson (2001), and Willis (1977), as well as ethnographic data from an eight-month study in two male secondary schools in Amman, I draw attention to the ways in which masculinity is contested and regulated in schools. Far from transforming heteronormative masculine identities, I argue that schools serve to uphold and enforce "hegemonic masculinities" (Connell, 1987) in myriad ways. First, teachers and administrators commonly discuss boys as "wild," "out of control," and "rougher" than girls. This cultural knowledge of young males in turn is productive of disciplinary techniques on the part of teachers and administrators that reinscribe gender differences and uphold hegemonic conceptions of masculinity. They also produce forms of surveillance that help define the boundaries of a gendered morality by delimiting what male students may share, view, or say in schools, despite the fact that practices and materials may be readily available elsewhere. I also highlight how students engage in various ways of testing the boundaries of intelligibility as a masculine subject. I argue these contests are significant for two reasons: first, they complicate binary accounts of masculine identity as traditional/modern; second, they show that boys are refashioning what it means to be male in Jordan amid calls to rethink gender.