This study explores how female students compare learning computer technology in a single- versus a mixed- gender school setting. Twelve females participated, all of whom were enrolled in a grade 12 course in Communications' Technology. Data collection included a questionnaire, a semi-structured interview and focus groups. Participants described learning computer technology in the single-gender setting as more conducive to learning. In comparison, participants indicated that they felt they did not learn much about computer technology in the mixed-gender setting where they had negative perceptions of technology learning and use and felt conditions were not conducive to learning. Implications arising from this study include the need for educators, administrators and policymakers to be aware of classroom conditions that students feel are conducive to learning as well as conditions viewed as non-conducive to learning.