This qualitative research examined classroom behaviors and school perceptions of female students of color (Latina and African American) in single-gender and coeducational secondary-level special education placements for students with mild to moderate learning disabilities. Classroom observations and interviews were conducted with eight female special education students (ages 15-18) in both single-gender and coeducational special education classrooms on one urban school site servicing a large special education population. The study used classroom observations and focus-group interviews to gather information on the single-gender and mixed-gender programs. In addition, class assignments, homework, and other classroom documents were collected. In comparison to Latina and African American students attending a coed special education classroom, students in the single-gender special education classroom reported a greater degree of comfort and support from teachers and peers in class. Overall, girls in the single-gender class interacted with greater frequency, were observed on task during class, and produced more completed assignments than their counterparts in the coed classroom. Classroom participation was much higher for Latina students in the single-gender classroom compared to their coed classroom counterparts. However, notable differences in classroom participation were not observed between the two groups of African American students. (Contains 26 references.) (CR)