Overall, research on the effectiveness of single-gender education is inconclusive. However, research does indicate that some benefits beyond academic achievement may be possible. This is particularly true for middle-school girls, who often struggle with social interactions related to adolescence, including self-esteem and anxiety stemming from the pressures of social conformity. When considering this problem from the theoretical perspective of egalitarian-liberal feminism, single-gender education emerges as possible solution to these problems. This study investigated the potential benefits of participation in a single-gender classroom on 6th grade females over a three year period. A total of 109 participants were involved. Girls in single-gender classrooms were compared to those in mixed-gender classrooms on variables of self-esteem, academic attitudes, and student satisfaction. Interviews and open-ended participant responses provided feedback on the participants' experiences. Statistical significance was observed on student satisfaction and qualitative data produced themes indicating a high degree of participant satisfaction with the single-gender program. Results clearly showed that the single-gender participants viewed their experiences positively overall, and that participation in single-gender programs can produce higher levels of student satisfaction (as it was defined in this study).