According to Chadwell (2009), South Carolina leads the nation in single-gender classrooms as a means to offer parents school choice. South Carolina teachers who recognize and know the gender differences between girls and boys can ensure that students reach their full potential as it relates to education. The concern is that there are a number of school leaders that implemented single-gender classrooms without providing teacher training and continuous professional development in gender differences and how girls and boys learn differently. Specific concerns are a lack of thorough knowledge in brain research, gender differences, neuroscience, learning styles and differences, and gender and education. Research into gender and education reveals a mismatch between many of our boys' and girls' learning brains and institutions empowered to teach our children (Gurian & Stevens, 2004; Whitehead, 2011). Teachers who understand how the learning style of boys differs from that of girls can leverage that knowledge by applying it across all four subgroups. By focusing on gender-based instructional strategies, teachers can increase overall student achievement (Costello, 2008 ; King & Gurian, 2006; Sax, 2005). The purpose of this study was twofold: to determine the professional development needs of teachers in single-gender classrooms and to determine any significant difference between low and high performing schools related to professional development needs in an effort to offer on-going professional development to address the intricacy of gender differences. The results and findings from this study could ultimately improve student achievement as it provided insight for educators to provide gender-based on-going professional development that addresses the needs of teachers teaching in single-gender classrooms. These research questions were addressed: (1) What are teacher perceptions related to professional development needs in high-poverty, high-achieving elementary single-gender classrooms and high-poverty, low-achieving elementary single-gender classrooms?; (2) Is there a significant of difference among teacher perceptions related to professional development in high-poverty, high-achieving elementary single-gender classrooms and high-poverty, low-achieving elementary single-gender classrooms?; (3) Is there a significant of difference in male and female teacher perceptions related to their needs for professional development?; (4) Is there a significant of difference in teacher perceptions of the need for professional development related to educational (degree) level?; and (5) Is there a significant of difference in teacher perceptions of the need for professional development related to years of teaching experience? The population for this study was elementary school teachers from six school districts that taught single-gender classrooms in South Carolina. The 2011 Poverty Index was used to determine the school districts offering single-gender classrooms (SC DOE, 2011). The selection consisted of schools that had a poverty index of 90 percent or greater. One school made AYP for three consecutive years (SC DOE, 2009, 2010, 2011). Two schools made AYP for two consecutive years and did not make AYP the third year (SC DOE, 2009, 2010, 2011). Two schools made AYP one of the three years (SC DOE, 2009, 2010, 2011). The results of the data were analyzed using descriptive statistics and independent samples t-tests to summarize statistics in the survey sample. The test was statistically significant. Teachers with at least 10 years teaching experience perceived a greater need for interpersonal teaching strategies related to students' behavior and emotional needs than teachers with 1-10 years of experience. [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.]