The scope of this article is to discuss the impact of underrepresentation of girls in separate, self-contained special education classes for preschool children in a large school district in the southeastern United States. On a regular basis, preschool girls identified with special needs are being placed in self-contained classes where there they may be the only girl. The underrepresentation of girls in preschool self-contained special education classes results in social isolation and places the girls at risk for appropriate language, social, academic, and play skills. Teachers need to be sure to teach to all of the learning styles in their classrooms and to promote social interactions between both genders to help alleviate the lack of same-gender opportunities for girls.