A project was conducted to create a gender-equitable classroom that increased the engagement of all students in the industrial technology class. The targeted students were the eighth graders in a suburban middle school in a growing metropolitan area. The problem of female students' falling self-esteem, loss of confidence, rigid adherence to gender stereotypes, and reduced interest in challenging classes was documented through research on the national level and at the research site through surveys, behavior checklists, and reflections. Analysis of data showed that students lacked interest in the class because they felt it was not relevant, they did not feel they were fairly treated in the class, and they adhered to gender stereotypes. A review of course content showed out-of-date materials, sexist attitudes, and a lack of emphasis on relevance to students. A review of solution strategies suggested through research as well as an analysis of the problem setting resulted in the selection of the following interventions: gender equity education for the instructor, implementation of a gender-equitable pedagogy, and instructional strategies to increase confidence, skill, and relevance in the subject area. Post-intervention data indicated an increase in student engagement and a decrease in student off-task behaviors. Students' comfort levels increased during the class and students found relevance during the intervention. (Appendixes include the pre- and post-intervention surveys, a behavior checklist tally sheet, and a permission slip for students to participate in the study. Contains 22 references.) (KC)