There has been much discussion recently of the effect that gender and learning style have on student performance. Educators have attempted to develop new teaching and assessment strategies that accommodate a variety of learning styles, and both males and females are becoming more aware of gender-related traits and their relationship to classroom dynamics. The objectives of this workshop were as follows: (1) to engage participants in a problem solving activity that requires group cooperation, (2) to discuss how gender and group dynamics affect successful problem solving in this activity, and (3) to share methods and ideas that enable students to explore their own learning styles in an effort to develop productive learning strategies. Class time spent discussing gender roles, group dynamics, and personal learning styles early in the school year can help students build effective group-work skills and productive learning strategies that will benefit them throughout their lives. Furthermore, for the teacher, creating a "profile" of the learning styles that students bring to class can facilitate the development of instructional methods that better meet the needs of each student. (JRH)