This investigation arose out of a concern by a group of teachers about the perceived lack of social skills being displayed by boys. The school involved in this study has more boys than girls in the student population and it was felt by teachers that this imbalance exacerbated the problem of anti social behaviour. As part of action taken to address the issue of student welfare and discipline, a social skills program was developed and implemented by counsellors from an organisation outside the school. This program was targeted to students from Year 8 (both boys and girls) and focused on the issues of self image, conflict resolution and response to authority. This study used the methodology of action research to evaluate the implementation of the social skills program and make recommendations for future action. The students' response to this program was very positive and highlighted a number of issues in relation to their experience of school life and their attitudes and feelings about themselves and others. In general, there was evidence to support the assumption that stereotypes are operational within the school context that support anti social behaviour by boys. Both boys and girls valued the opportunity to discuss their experiences of school in a different forum from their usual experience and many students commented that learning about the points of view of their peers was very positive. Education has an important role to play in countering gender stereotypes and initiating strategies to promote gender equity and social justice. To be effective, these strategies must recognise the dangers of generalising about genders and acknowledge that there are more similarities between gender groups than there are differences.