The purpose of the study was to explore experiences of educational university male students regarding reverse-discrimination in P. E. class. For this, the investigators primary focused on 1) preparation and arrangement of P. E. class, 2) class activities, 3) evaluation, 4) Ambiguousness of instructors' evaluation criterion, and 5) learning and re-production of gender ideology. In this study, a total 11 male students attending at G educational university located in Gyonggi province were selected for semi-structured and open-ended interviews, and each interview was analyzed by Hatch's(2002) deductive analysis method. In addition, a survey with 100 male students in the same university was conducted, and total 93 cases were analyzed with correlation analysis and descriptive analysis. As a result of the practical analysis regarding reverse-discrimination of male students in the educational university, it was found that 1) the higher the students' grade is, the higher they received reverse-discrimination in class activities and evaluation, and 2) the more they have participated in P. E. classes, the higher they received reverse-discrimination in preparation and arrangement of P. E. class, class activities, and evaluation. In sum, reverse-discrimination occurred mostly in preparation and arrangement of P. E. class, followed by evaluation and class activities. As a result of the empirical analysis regarding reverse-discrimination of male students in the educational university, it was found that the male students felt reverse-discrimination when 1) female students took male students' good conducts to prepare and arrange P. E. classes for granted, 2) female students would never help male students even for lighter stuffs, and 3) female students regard preparation and arrangement of P. E. class as other's business. In class activities, male students felt reverse-discrimination when 1) there was less challenges in P. E. classes since the goal of classes was focused too much on female students' standard, 2) they were asked by professors to teach female students, so their role changed from student to instructor in the class. In evaluation, male students received reverse-discrimination in evaluation subject, evaluation criterion, pose, number of opportunity, and unit of evaluation objectives. Care for female students in P. E. classes in educational university seems to help female students, but it can cause of confirmation of gender ideology that represents men are strong and women are weak. Such gender ideology can be a significant problem because it can reach to elementary students through the current education university students in the future as a teacher. Therefore, department and faculty members related to physical education must consider an alternative that can achieve a real equity in education not only for female students but also male students.