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This study examined gender differences in individual and cooperative (small-group) self-management training programs targeting mathematics performance. It was hypothesized that gender would interact with type of self-management training, such that girls in the individual training condition and boys in the cooperative training condition would improve less than girls in the cooperative training condition or boys in the individual training condition. As expected, girls in the individual training condition improved significantly less than both girls in the cooperative condition and boys in the individual condition. In contrast, boys in the cooperative training condition did not differ significantly from either boys in the individual training condition or girls in the cooperative training condition. These results suggest the benefit of more cooperative self-management training interventions for classroom-wide interventions that include both boys and girls. Limitations of the study and suggestions for future research are discussed.