This report examines an attempt to use cooperative learning in two sections of a college chemistry course and focuses specifically on male and female student attitudes and achievement in the course. A total of 46 students participated. One lab section used cooperative structures throughout an entire 16-week semester while the other section used independent lab structures until week 8 at which time cooperative learning was employed. While cooperative learning did not produce differences in achievement along gender lines, there were discernible differences in male and female attitudes toward cooperative learning and in the effects that cooperative learning might have on attitudes and beliefs toward chemistry. Cooperative learning reduced the negative slide on self-perception of ability, interest, and effort among females. Furthermore, the preference for this mode of learning was heightened among females. A major adverse effect was that females expressed a disproportionate feeling that their individual performance might have negative effects on others in such practices as group grading and jig sawing information for student presentation. The survey form is appended. (GLR)