This paper describes the implementation and development of a program promoting gender equity in the classroom and the lessening of stereotypical attitudes toward gender. Gender equity issues affected most of the students in the targeted intermediate and secondary special needs and general population. Male and female students exhibited stereotypical attitudes, which influenced the learning process. Teacher observations, disciplinary actions, student attitude surveys, and educational research provided evidence of the problem. Probable causes included a difference in learning styles between males and females and teachers exhibiting gender bias in lessons and attitudes. One significant cause mentioned was that the U.S. culture promotes gender stereotypes. A review of solution strategies and analysis of the problem setting resulted in the development of a three-part action plan: (1) a redesign of cooperative learning groups with attention to gender equity; (2) an assessment and adaptation of materials to eliminate or lessen gender bias; and (3) an assessment and adaptation of the classroom environment to eliminate or lessen gender bias. Tools used to measure the interventions' effects included a student attitudes survey, a behavioral checklist for cooperative learning groups, a disciplinary action tally sheet, and an open-ended student survey. Post-intervention data indicated a slight decrease in stereotypical attitudes for both genders, a slight decrease in disruptive behavior by all students, an improvement in the selection of materials by teachers, and a positive change in the learning atmosphere to promote gender equity. (Contains 3 tables, 9 figures, and 20 references. Appended are sample surveys, a cooperative learning checklist, a disciplinary action tally sheet, and a stereotypical attitudes calendar.) (BT)