This qualitative research paper reports on Latina students 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 nine Latina special education students. All participants were in their first, second, or third year of the program and ranged from 15 to 18 years of age. With the exception of one participant, all students lived in low-income neighborhoods. Six students were from single-parent families and five reported that at least one parent did not graduate from high school. In addition to the students, two special education teachers and high school administrators involved in the implementation of the single-gender and mixed-gender special education program were interviewed as informants to verify data collected from student participants. In comparison with Latina students attending a coed special education classroom, students in the single-gender special education classroom reported increased comfort level, school attendance, and improved attitudes toward school. Students in the single-gender special education classroom generally reported positive relationships with same-sex peers in class and commented repeatedly about the freedom they felt to discuss personal issues, ask questions, participate in class, and to do classroom presentations. (Contains 33 references.) (Author/CR)