A case study of Cornell University in its formative years (1868-1900) is presented to suggest the value of the historical approach in understanding the problem of sex-role channeling in the coeducational environment. The case of Cornell illustrates how nineteenth century concepts of femininity and masculinity were fundamental to evolution of both administrative policy and practice, as well as to a vibrant student culture which similarly reinforced, and elaborated upon, traditional societal values regarding 'appropriate' sex-role polarization. Since Cornell served as a major model for the development of collegiate coeducation throughout the nation, its history may be richly suggestive of the historical experience of students under coeducation in general. The overwhelming message transmitted by the different dimensions of the student experience was that women and men are essentially different and that their preparation needs during the college years are as different as their prospective roles in, and contributions to, adult society should be. (SW)