For decades, waves of research and theory as well as polemical writings of all stripes have claimed that schools and society are failing either girls or boys. Through an in-depth analysis of more than 1,800 surveys completed by students in grades 6-12 and their teachers in 12 independent all-girls schools located across the United States, the findings for this study provide guidelines for the kinds of teaching (inside and outside the classroom) that really connect with girls. The girls' responses can be used to design the kinds of curricula that matter most to them. In this article, the authors focus on the responses of middle school girls and their teachers.