Girls-only programs in Canadian public schools are a recent phenomenon; and, similar to the U.S. context, they have been designed primarily to provide equitable education for girls (boys programs are even newer and more scarce). A study investigated three such programs in Western Canada, each having similar and unique features. Research was qualitative and goals were to explore the students' perceptions of gendered issues in schools and to examine the pedagogical and curricular practices of teachers in single-gender classrooms to see how these teachers view their classroom practices in relation to the philosophy and goals of the programs. Research methods included participant observation; interviews with students, parents, teachers, and administrators; and collection of school documents that record the histories, policy, stories of success, and problems. Preliminary findings suggest that underlying the inception of each program is a belief in the need to address issues of gender for adolescents. Some of the original purposes of these single-gender classes that have been suggested by teachers and administrators in all three programs include providing opportunities for adolescents to focus more on their academic learning rather than on social concerns; providing "safe and comfortable" environments for students to discuss issues of importance to them as gendered people; and providing a place where girls may gain skills and confidence in the areas of mathematics, science, and technology. Objectives for boys were less clear, but include a greater focus on schoolwork and a focus on increased literacy skills and interests. These programs are changing the nature of their schools. Contains 30 references. (BT)