Although gender expansive views are increasingly evident amongst young people, segregation according to binary notions of gender underpins the organisational structures of single-sex secondary schools. While claims of educational benefits are common, particularly for girls, gender is difficult to disentangle from socioeconomic advantage and other factors. Evidence suggests that such schools contribute to homogenised and limiting notions of gender. While some schools are moving towards desegregation in response to parental demand, little is known from the perspectives of young people in non-elite schools who have experienced segregated schooling. This paper turns to the accounts of 14 recent school leavers in NSW to consider the underpinning logics of segregated schooling, including the imbrication and erasure of socioeconomic dis/advantage, cultural, social, and locational factors that complicate claims about segregated schooling. Affective intensities of single-sex schooling are traced through micronarratives that touch on relations with peers, teachers, school spaces and practices, learning experiences, and their implications for gendered subjectivities and gender justice. Their accounts suggest that student experiences of segregated schooling are ambivalent and do not support claims of educational advantage and that configurations of single-sex schooling may be anachronistic for these times.