A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection tool, with the analysis of variance serving as the method of data analysis. Classroom setting was the independent variable, while achievement was the dependent variable. Results from the 589 seventh-grade students indicated no significant differences in the levels of achievement, including after being disaggregated by race and free/reduced lunch status. A single-gender learning environment has the potential to benefit males and females by giving them concentrated instruction based on their individual learning styles. This has the potential to decrease the stereotypes for females in math by giving them an avenue to develop greater critical thinking and effort skills as a way of increasing success and confidence levels in math. Male students are also given the opportunity to excel in math without the distractions of their female counterparts and with male-specific learning strategies. The results of this study also suggested that differentiated instructional methods by gender may be just as important as the actual physical environment. [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.]