This study examines teacher interactions with boys and girls in single-gender technology classes. We analyzed transcripts of videotapes of instruction, interviews with the teachers and students, student questionnaires, and final robot programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with boys and girls as responses purposely designed to address those differences. This finding is an important consideration as we strive to design instruction that promotes the learning of girls and boys equally, but we should not let it be an argument for the status quo. (Contains 1 table.)