The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and simultaneous speech acts. Boys used more controlling acts overall and more negative interruptions in mixed-gender pairs. Girls used more affiliating acts. All children used more collaborative communication in same-gender pairings. Children whose perspective dominated used more controlling and comparatively fewer affiliating acts. When children reached a compromise, conversations were more collaborative.