Over the past decade many have written on an emerging “crisis for boys” in the nation’s schools (e.g., Gurien, Henley, & Trueman, 2001; Sommers, 2000; Pollack, 1998; Sax; 2005). Although perspectives vary widely regarding the extent to which boys may be disadvantaged academically and behaviorally in the classroom, questions of substance persist concerning potential mismatches in the inherent nature and needs of boys relative to contemporary school structures and practices.