Writing center studies has sought to move towards research methods that are replicable, aggregable, and data-supported (RAD) as a means to scholarly legitimacy. While a number of RAD research methods have been identified (surveys, qualitative analysis, observation, case studies, experimentation, discourse analysis, teacher research, action research, and ethnography), one important source of information has been largely overlooked: the scheduling metadata that writing centers routinely collect in the course of normal operations. The present research seeks to demonstrate the validity of metadata-driven research by interrogating an area of writing center scholarship that has been predominantly studied through theoretical or small group means: the impact of gender on writing consultations. It investigates whether the gender of the writing consultant significantly affects a student’s choice in scheduling appointments.