This study examines the interaction between gender and the effect on student learning of working alone or in either single or mixed-sex pairs. Sixty-eight A-level students (mean age 16.8 years), all attending mixed-sex schools, took part in a task which incorporated a number of basic learning processes. They worked alone or in either single or mixed-sex pairs. It was found that male students got more answers correct when they worked with females than when they worked alone. It was found that, in mixed-sex pairs, both male and female students gave fewer wrong answers than did individuals. In addition, females had more confidence in their correct answers when working with males than when working with other females or alone. It is suggested there could be advantages, under some circumstances, in mixed-sex working for both male and female students.