Choi, Jeonghee · Song, Kwangok · Ro, Youn Sun This ethnographic study investigated how the students in a thirdgrade classroom chose their writing topics and how they perceived their peers’ choice of writing topics in relation to gender. The study is situated in the literature on the children’s writing and gender discourses as well as children’s enactment of gender identities taken from the media production. Data collections included a semester-long participant observation, field notes, semi-structured interviews, informal, retrospective conversations with the teacher and students, and collection of the students’ writing artifacts. Unlike the findings from the previous studies that demonstrated students’ representations of gender stereotypes in their stories, the students’ stories in this study were not consistent with conventional gender binaries. Instead, there were several unrecognized and unnoticed moments at which the students were not subjected to the conventional gender binaries. Implications suggested that teachers can create a classroom environment that invites students to become aware of question and disrupt taken-for-granted gender relations and discourses. Such an explicit effort to address multiple gender constructions with students would contribute to creating more inclusive and socio-culturally sensitive literacy education.