This paper derives from a two-year ethnographic study conducted in single-gendered classes in two Tasmanian government coeducational schools in socio-economically disadvantaged areas. These schools specifically adopted proactive strategies to address the educational disengagement of boys whose social behaviour affected their own education and that of many others in the schools--an example of the situation currently described in Australian and international studies as an educational crisis. The unquestioned status of the coeducational primary school classroom is challenged and a theorized alternative is explained. (Contains 2 figures.)