While the performance of girls in Science has been researched extensively in response to the perceived and real discrimination in this subject area, little research has been carried out on the gender issues relevant to Humanities areas. Crump (English in Australia December, 1988) described the performance of girls in English school-based courses noting - atypically - that, in a computer course, the self-confidence and skills of female students was higher than that of the males. In this article, we wish to explore the perceptions of Year 9 students participating in singles-sex Science project in a secondary school in a large country town (Minesville) in New South Wales. This article raises a number of gender issues for the classroom teacher. These issues have generally been overlooked as government policy - and funding - have focussed on Science and Maths. Is the de facto assumption that girls are 'doing O.K.' in the Humanities sustainable? There is a wealth of data on the experiences of girls in science-based subjects but we set out to find out how these experiences matched those in Humanities classes. While this article represents only a small sample, it is an instance of classroom interactions many English teachers will recognise and confirm.