Feminist pedagogy has been widely examined as a transformative approach to teaching and learning; however, research has predominantly focused on women’s empowerment, often overlooking male learners’ experiences and identity negotiations. This qualitative case study explores how feminist pedagogical practices are perceived, resisted, negotiated, and internalized by male university students in Algerian higher education. Drawing on feminist pedagogy, critical pedagogy, and Connell’s theory of hegemonic masculinity, the study investigates how classroom practices grounded in dialogue, inclusivity, and power-sharing influence male students’ constructions of masculinity and learning identities. Data were collected through semi-structured interviews, focus group discussions, and reflective narratives with male undergraduate students at a public Algerian university. Thematic analysis revealed three dominant patterns: initial resistance shaped by sociocultural norms, negotiated engagement through dialogic learning, and gradual reconfiguration of masculine identities toward more reflexive and egalitarian positions. The findings suggest that feminist pedagogy does not marginalize male learners but instead offers a pedagogical space for critical self-examination and transformation. This study contributes to African and Global South educational scholarship by foregrounding male learners as active agents within feminist pedagogical frameworks and by challenging monolithic assumptions about masculinity in conservative educational contexts. Implications for gender-inclusive teaching practices in higher education are discussed.