Earlier research has suggested that anonymous communication is appropriate for creative task, and identified communication is suitable for decision-making task. The current study brings into this picture a third dimension – gender composition. Specifically, the work seeks for a better understanding on how the three components will intertwine in a collaborative learning context. The novel elements of gender and learning are in and of themselves significant. Through theoretical analyses, the paper arrives at a set of fruitful propositions. A central proposition conjectures that all-male learning groups will achieve the best learning outcome wile performing decision-making tasks using an identified style of communication; as well, all-female learning groups are expected to achieve the best learning outcomes while performing creative tasks via anonymous communication.