A growing number of single-gender and after-school programs for youth continue to gain popularity within schools despite little empirical research regarding how these programs should be designed to achieve maximum success. The present study examined the effectiveness of a comprehensive middle school male academy program in terms of student achievement and attitudes toward learning. The results indicated that students who participated in the program improved their algebra readiness and interest in mathematics. Furthermore, there were gains in students' perceived importance of assignment completion, attitudes toward learning, goals for college, and self-concept. Implications for similar programs and future studies are discussed. (Contains 9 figures.)