International research and academic performance measures indicate that boys are scoring lower on standardized tests than girls in reading and writing. At the time of this study, boys had lower standardized test scores than girls in an elementary school in a southeastern state in the United States. The purpose of this qualitative case study was to describe how teachers' perspectives and practices evolved while participating in a PLC focused on differentiating instruction for boys and girls. Andragogy and social cognitive theory informed the framework of the study. Research questions were designed to explore how participation in the PLC influenced teacher understanding and use of differentiated, gender-specific strategies and the teachers' perceptions related to their professional and personal growth due to working in the PLC. Seven fifth grade teachers volunteered to be part of the study. Qualitative data were gathered from anecdotal records that had been kept by the teachers, minutes from collaboration meetings, and individual teacher interviews. A combination of open and a priori coding was used to support interpretive analysis. This study revealed the usefulness of teacher collaboration in a PLC to develop new ideas to promote male engagement. Teachers indicated that differentiating based on gender nurtured student motivation and engagement and that the PLC work enhanced their own learning. Implications for positive social change include increased and wider use of gender differentiation strategies by school personnel. Keeping males motivated to complete school will help them develop lifelong skills that provide them an opportunity to feel acceptance and success in the ever changing world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]