Reflecting on a research project that focussed on male student nurses, this article explores how far the philosophy and procedural steps of Grounded Theory enable a hidden voice to be heard. Developing a theory about the minority voice captures concepts underpinning pedagogic voicing. Males are a minority in nursing and hence project a smaller but representational voice to articulate their views on learning. Data obtained from two types of interviews are used to illustrate the analysis performed through the chosen analytical framework. The general message is not to take any analytical strategy at face value but to comprehend how the process produces a theory grounded from the data. This article discusses whether Grounded Theory is best considered as an analytical strategy and not a method using elements of Charmaz’s approach and how the strategic steps preserved the voice of the male nursing student.