The fluctuating context of higher education includes an ongoing assessment of the importance of single-sex schools. The choice to move from a single-sex school to a co-educational school has gradually become commonplace, with the number of female-only schools having declined melodramatically over the past 50 years. The change was misleading as the number of women's colleges declined from precisely 230 in 1960 to 90 in 1986, and more recently to 57 in 2005 (Schwartz, 2103). One of the main concerns of women's universities transitioning to coeducation is how the classroom learning environment will change for women, particularly whether women's voices will be lost when men are admitted into the establishment. Even with this radical change in education, very little empirical research has been conducted on the transition from single-sex to co-education. Twenty-five years ago, researchers examined classroom participation at Goucher College beginning in the first year after the school became a coeducational institution. However, following their data collection begun in 1987, no additional research on the transition to coeducation has emerged. Although studies on this topic appear to apply only to a handful of schools transitioning from single-sex to coeducation, the results of this research also apply to elementary, middle, and high schools where many administrators and Educators have implemented or are interested in unique education. -the arrangement of sex classes. At the same time, the reported benefits of single-sex education remain difficult to disentangle from many other factors. The rationale for single-sex education is often based on research demonstrating a disadvantage for girls in the classroom. The middle...... of the paper...... for balance in the class. Specifically, as the number of women in the class increased, students perceived that the professor questioned students less to get their answers. Classroom climate influences the quality of education a student receives as well as how they evaluate their teachers. The micro-inequalities identified in the classroom appear to emerge from the behaviors of students and teachers, both of whom create and maintain the classroom climate. Students and faculty come to the classroom with a lifetime of learning experiences and “practice” of gender. Social norms and expectations of women and men manifest in the microcosm of the classroom. Over time, the classroom may have evolved from a cold classroom for women to a more complex and implicit system of messages and cues regarding gender that influence students' learning experience.