By the time girls are second graders, they may be exhibiting negative attitudes toward math (Cvencek, Meltzoff, & Greenwald, 2011). McFarland, Benson and McFarland (2011) examined girls' math achievement in single-gender and mixed-gender classrooms and suggest that single-gendered formats can help females. In this study, we compare the math attitudes of 168 elementary girls in mixed-gender and single-gender classrooms. Although results suggest that girls in both class types have positive attitudes toward math, there are interesting distinctions.