The purpose of this quantitative study was to assess the impact that single-gender classes have on student achievement, discipline, and attendance. The data collected from a coeducational public elementary school in Midwestern Ohio explained how student achievement, discipline, and attendance were impacted by the implementation of single-gender classes in grades seventh through eighth in math and language arts. Four years of data were collected specifically, two years prior to the implementation of single-gender classes (2007 and 2008) and the two years since the implementation of single-gender classes (2009 and 2010). The research questions that guided the study were, “Do single-gender classes have a significant impact on student achievement of students in a coeducational elementary school?” “Do single-gender classes have a significant impact on the attendance rate of students in a coeducational elementary school?” and “Do single-gender classes have a significant impact on the discipline rate of students in a coeducational elementary school?” The archival data, Ohio Academic Assessment, student attendance (was based on the percentage of students missing 20 days or more), and discipline report came from the reports recorded at the end of each year were retrieved from the Ohio Board of education website. Descriptive and inferential analysis data showed that single-gender classes for seventh grade students have higher achievement scores in mathematics than do students in coeducational classes. The results of descriptive and inferential analysis of attendance indicated that there was no significant difference in the attendance rates. The results of descriptive and inferential analysis of discipline indicated that students from single-gender classes had a significantly lower discipline rate than students in coeducational classes.