This study examines a 3-month software design activity in which mixed teams of girls and boys designed and implemented multimedia resources. Mixed-gender teams of fifth and sixth graders used Logo MicroWorlds in their classroom to design multimedia encyclopedias about their astronomy unit for use by younger children. In this context, students' science and programming was assessed, as well as the status of girls in these mixed-gender teams--their status positions at the outset (as defined by their levels of access to programming and other technologies in use), the change most girls experienced in going from low-status to high-status designers, and the means by which these changes were accomplished. In examining this last factor, several support structures that emerged over the course of two projects to address girls' needs are outlined. The paper concludes with a discussion of the implications of findings for developing and maintaining gender equity in educational technology use. (Author/AEF)