This final report provides findings of a qualitative study of characteristics of Latina high school students with learning disabilities in the context of use of single sex environments to encourage school continuance for this population. Specifically, the study examined whether there are measurable differences in classroom behaviors, school attitudes, and gender identity of 15 special education students (of whom 9 were Latina) with mild to moderate learning disabilities who attended either single-gender or mixed-gender special education classes in a California high school. The study utilized classroom observations, focus group interviews, and individual interviews with female students, teachers, and administrators. Results provided some evidence that these Latina students attending single-gender special education classrooms were advantaged in the areas of classroom behavior, such as participation in class, school attitude, including school attendance, and environmental factors, such as comfort level experienced in the classroom, compared to their counterparts in the coed classroom. Gender identity was a complex issue for both groups. Latina students in the single-gender environment benefited in the areas of classroom behavior, attitude toward school, and school support compared to Latina students in the coed program. (Contains approximately 110 references.) (Author/DB)