The academic underperformance of African American students continues to limit their academic, career, and life opportunities. Consequently, many urban school districts have implemented single-sex instructional programs in an effort to better address the schooling needs of African Americans. This study's purpose was to evaluate to what extent the restructuring of a coeducation school to a single-sex school impacted reading achievement for African American students. Data were analyzed using Analysis of Variance (ANOVA). Data from the school years immediately prior to and the five years following the restructuring were compared to assess program effectiveness. For African American males, findings revealed mixed support for single-sex education. However, findings for African American females proved significant in favor of the single-sex school structure.