This study examined the gender composition of cooperative groups participating in a computer-assisted, problem-based learning activity. The subjects were seventh grade gifted students involved with a computer simulation game entitled Rainforest Researcher. Group dynamics, leadership roles, level of active participation, attitude, and achievement of female students involved in the intervention were examined. A review of the literature shows conflicting information about the formation of groups by gender. Some studies indicate single-gender groups to be more favorable while others show mixed-gender groups are more desirable. Results of this study indicate mixed-gender grouping may promote favorable behaviors and thought processes in both male and female students participating in computer-assisted, problem-based learning. The results of the study were communicated to the learning community through a presentation to teachers, administrators, parents, and students. This presentation involved all members of the learning community and highlighted the importance of gender grouping in computer-assisted, problem-based learning.