One reason students give for attending a community college is that the mathematics requirements appear to be less rigorous. Many of the author's students have told her that they have chosen to seek an associate's degree first because they do not feel confident that they could successfully complete the mathematics requirement at a four-year institution. There are many reasons why this situation exists, but for the mathematics instructor in a community college, the reasons are not important. The fact that so many students are not sure of their math background and do not have good math skills are problems enough. An understanding of what skills students have when they come to teachers and of the cognitive gender differences that add to the problems will help the mathematics instructor frame lessons and activities to help more students succeed in math. In this article, the author presents research concerning gender differences in learning mathematics and practical suggestions for teachers based on that research. (Contains 2 tables.)