The purpose of this dissertation was to further support female students success in mathematics as it related to the classroom and beyond. The study documented girls' experiences and feelings about math learning and contextualized their responses by comparing them to those of their male classmates. This study provided insights to what educators can do, specifically, to support female students' success in mathematics. Current research provides valuable information about how to increase opportunities for female students to engage in meaningful opportunities for learning and discourse. This study adds to existing research by documenting female students' perspectives on how they experience the mathematics classroom. This study discussed how female students interpret supporting and challenging pedagogical structures that they have experienced and currently experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]