Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The opinions of both secondary PE (n = 265) and physical education teacher education (PETE) faculty (n = 152) were solicited in order to compare their perceptions regarding the potential benefits of both gender mixed and gender separate environments. In addition, both groups of respondents were asked to identify specific activities in which students should be separated by gender. Approximately two thirds of secondary school PE teachers indicated that all activities, with the exceptions of football and basketball, should be offered in a coeducational format. The percentages of PETE faculty recommending a single gender format were similar for most sports, except for football and basketball. A majority of both secondary school PE teachers and PETE faculty perceived that boys and girls would receive greater benefits in terms of skill development and social support in single gender PE classes. Chi-square analysis revealed greater support for coeducational PE among PETE faculty than among secondary PE teachers. The findings suggest that secondary schools should continue to assign students to coeducational PE classes in order to prevent discrimination, exclusion, and inequity based on sex. However, teachers should separate students into single gender groups for bodily contact activities such as football, basketball, and soccer, as allowed by Title IX, in order to provide a safer environment. (Contains 1 figure and 3 tables.)