Mathematics is a topic in which undergraduate students find challenging, particularly for females. By providing a peer-assisted workshop during the semester, undergraduates are offered academic support throughout the course. New York City College of Technology, though a Department of Education Minority Science and Engineering Improvement Program (DOE MSEIP) grant, has adopted the Peer-Led Team Learning (PLTL) instructional model in a few Calculus II sections. Peer Leaders engage the students one-hour a week in working on selected problems sets in a collaborative setting. This project examines if there are gender differences in Calculus II class in 1) PLTL workshop attendance, 2) departmental final grade, and 3) Calculus II course grade. Results showed that there were no statistically significant gender differences in all three areas. Hence, the PLTL workshops may be an intervention that may help females succeed in higher-level mathematics courses if they persist in the course.