Can single-gender education foster student success? Can it work in a public setting? These questions have been asked many times over the past few decades. The answers have been inconclusive, with some studies saying that single-gender education truly works and others saying that it does not. The basis of the success or failure of single-gender environments may stem from the ability or inability of students to successfully transition to this new environment. This qualitative study asked teachers in a new public single-gender academy to express what helps female students successfully transition to this new environment. Themes emerged that expressed situations, self-concepts, support systems, and strategies that best help students' transition. Recommendations helped identify students who would (a) most easily transition to this environment, (b) possibly react well to structures within this environment, or (c) find it difficult to ever transition to this environment. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]