This study addressed the benefits of departmentalization in upper elementary grades for students and teachers. The variables of gender and classroom structure (departmentalized versus self-contained) were considered for student participants (n = 125). Results for students were evaluated on pre-test and post-test data using the following measures: Tennessee Comprehensive Assessment Program (TCAP) and Discovery Education Assessments (DEA). Teacher participants (n = 19) provided feedback on a mid-year survey and through post-year interviews. The findings of this study indicated that upper elementary students, especially males, benefitted more from the self-contained classroom structure. Teachers, however, reported greater job satisfaction with the departmentalized approach. [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.]