From 1966 to 1972, Flintridge Elementary school located in Windsor, Ontario, Canada implemented a short lived gender reform plan to help raise boys' achievement. Shaped by a variety of complex historical factors and fuelled by a desire for innovation, educators from Flintridge Elementary sought to address the educational needs of primary school boys by establishing single-sex classrooms, hiring more male teachers, and developing a more "masculinised" curriculum. Drawing on articles from the popular media, scholarly journals, annual school board reports, and face-to-face interviews with 10 educators directly involved in the gender reform, this small scale study reveals the potential difficulties and consequences that arise when boy-only settings are implemented in schools as a way to address the educational needs of boys. This suggests the need for today's educators to move beyond outdated, simplistic approaches such as boy-only arrangements in addressing the educational needs of boys, in order to help boys not only achieve academically but, more broadly, to lead more fulfilling and just lives.