This action research project developed an intervention to determine and change the attitudes and beliefs about students and gender bias. Targeted population were freshmen through seniors in two high schools in a blue collar, middle class community in northeastern Illinois. The problems were identified by student surveys on attitudes and beliefs about whether they would want to have same or separate gender physical education classes. Analysis of probable cause data led the teacher researchers to look at student surveys and the socialization of faculty and students. The curriculum was modified and new standards were implemented to encourage cooperative learning strategies, trust, skill development, and lifelong learning. A literature review was conducted, and many expert sources were consulted. Some research stated students would learn better in an environment that is more homogeneous than heterogeneous. One of the commonalities, however, was the climate of the class and how safe the students felt to express themselves. Instructional strategies have been modified (including more small group instruction) in various programs with considerable success. Suggestions have been made to allow for staff development for awareness and to implement and design new curriculum units to better serve the nature of the students. Post-intervention data indicated that students do not perceive that there is an actual bias or problem with classes. Findings suggest that this research project should be continued to ensure that all students recognize and change their views on the state of the classrooms. (Contains 4 figures, 39 references, and 12 appendices with student and teacher surveys, forms, checklists, 4 sample team-building lesson plans, and data for analysis). (BT)