Potential gender-related differences in the process of mathematical word problem solving were investigated. Sixth and eighth graders (n=302) solved 2-step mathematical word problems using a 9-step problem solving plan. The nine steps were: (1) identify the facts; (2) identify the question; (3) draw a diagram; (4) choose the operations; (5) write an open sentence; (6) estimate the answer; (7) compute the answer; (8) state the answer; and (9) validate the answer. A 2 x 2 between-subjects multivariate analysis of variance was computed to determine the effects of gender and grade level on the subjects' scores on each of the nine steps of the problem solving plan. There was a significant gender-related difference in the overall process of problem solving in favor of females. Univariate "F"'s for each of the nine steps were not significant. Although there were no significant differences at any of the individual steps, the combined use of the same steps produced a gender-related difference. It is concluded that the use of a step-by-step problem solving plan might be gender biased. (Author/SLD)