Much gender research in education reinforces dichotomised expectations. However, it is possible that research itself has limited the way we may explore children's gender because of binaried approaches This study focussed on two concerns: gender in embodied experiences of physical activity of primary school children, and research methods that facilitate expression beyond traditional femininities/masculinities. Twenty-nine children (15 girls and 14 boys) aged 5–6yrs created two drawings of being physically active; one at, and one outside of, school. Interviews established the experienced nature of images. Teacher interview provided contextual information. Data were analysed with respect to gender signifiers. Meaning and content were linked identifying relational elements of significance. Findings showed children were likely to indicate neutral engagement in activity rather than gender conformant. Using drawings enabled presentation of nuanced identities. This highlights the need to enable expression of ‘difference’ in education based gender research and challenge binaried assumptions.