It's no secret that, in general, boys and girls differ in their learning styles. Taking advantage of these differences could improve classroom performance. Given ongoing concerns about student success in school, any changes in the classroom that could increase student achievement should be considered. Recognizing the learning differences between boys and girls, one of the changes that could be instituted is single-gender classrooms. Single-gender classrooms would allow boys and girls to be educated in a way that is conducive to them. Girls may be offered different literary choices than those offered to boys. Science experiments for boys might be more hands-on and messy than science experiments for girls. By offering differentiated instruction and learning activities suited to their curiosity and personality, students' interest in the subject area should increase, thus increasing student achievement. The purpose of this study is to examine single-gender classrooms in two local public schools and determine whether students' academic performance increased as a result of remaining in that type of school environment. This study will also examine whether students' attitudes towards school were affected by remaining in a single-sex classroom. Specific questions to address are: How has academic performance increased/decreased for each subject and gender? Has participation in gender-segregated classes affected disciplinary problems or attendance? Are there any disadvantages to having gender-segregated classes? If participation in gender-segregated classrooms could be shown to increase student academic performance, this information would be beneficial to both administrators...... middle of paper ..... .Body Concerns in Adolescents: School Environments same sex and mixed. Retrieved 6/9/2009 from http://web.ebscohost.com.Mensinger, J. (2008). Conflicting prescriptions of gender roles and disordered eating in single-sex and coeducational school settings. Retrieved 6/9/2009 from http://web.ebscohost.com.Riordan, C., Faddis, B.J., Beam, M., Seager, A., Tanney, A., Dibiase, R., et al. (2008). Early implementation of single-sex public schools: Perceptions and characteristics. Retrieved 6/9/2009 from http://web.ebscohost.com.Sax, L. (2006). Six degrees of separation: What teachers need to know about the emerging science of sex differences. Educational HORIZONS, 84(3), 190-200. Retrieved 9/23/2009 from http://web.ebscohost.com.The Washington Times. (2003, September 14). Single sex education. Retrieved 09/23/2009 from http://www.lexisnexis.com.