Anecdotal evidence suggests that students with quantitative business majors (e.g., finance, accounting, data analytics, economics) outperform students from less quantitatively rigorous majors (e.g., management, human resource management, marketing) on a business simulation game at a mid-sized, southeastern, public, AACSB accredited university. We tested the veracity of this anecdotal evidence and found a surprising outcome. Major was not the key driver of performance but rather gender drove most of the differentiation in business simulation performance, such that men outperformed women. We discuss the impact of our findings on pedagogy, consider the greater implications for practice, and make recommendations for future research.