The examination of educator's views regarding single-gender education was the basis of this study. The significance of the intended study is to show the educator's view of single-gender education as it relates to student academic achievement and behavioral incidents. A quantitative study was conducted utilizing a sample population of regular and special education and public and private educators. The population will consist of educators from the four public schools, which currently offer single-gender education in Minnesota. Educators from two single-gender Catholic schools will also complete the survey. The population will consist of teachers, administrators, paraprofessionals and support staff that work in the single-gender environment. The researcher endeavored to ascertain the views, attitudes and feelings of single-gender educator's. The study also supports the current literature, which suggests the behavioral and academic benefits of single-gender education. As a result of analyzing the collected data, additional conclusions were found that educator's agreed that students benefit more from single-gender education setting than a heterogeneous setting in regards to academic achievement. Educators' also noted the behavioral benefits to the single-gender setting however this agreement was not overwhelming. [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.]