Although the Gender Achievement Gap is closing in mathematics, the "interest gap" in pursuing STEM fields is not. One recommendation for encouraging young women to continue on in mathematical studies is to find instructional methods that allow them to feel more included in the learning process--fostering attitudes such as self-confidence, empowerment and agency. In this study, the journeys of five adolescent girls who were currently studying secondary mathematics with a pedagogical approach that sought to encourage such attitudes named Relational Problem-Based Learning (RPBL) were explored and analyzed to describe the relationship between the pedagogical approach and the girls' attitudes. [For the complete proceedings, see ED584443.]