This paper focuses on the comparison of experiences associated with segregated and mixed gendered education from the perspective of pedagogical psychology at the primary education level in the Peruvian context. Through a qualitative approach, interviews were conducted with ten educational psychologists experienced in urban schools in Lima. They were evenly divided between coeducational and segregated environments. The findings disclose that participants possess a nuanced understanding of the distinctions between coeducational and segregated schools. They emphasize the aspiration for equality and opportunities in coeducation, whereas in segregated environments, the emphasis lies on customized approaches designed to address specific needs within each gender. This study provides a robust foundation for future research that could delve deeper into the specific effects of coeducational and segregated education on the academic, psychological, and social development of Peruvian students. It is suggested to investigate how these school structures impact classroom socialization and cultural diversity, as well as the development of cognitive and emotional skills. Additionally, the possibility is opened to examine the evolution of coeducational and segregated education in the Peruvian context over time and assess its ongoing effectiveness in achieving educational and social objectives. [For the complete proceedings, see ED672804.]