Research shows that college students choose majors for a variety of reasons. Some students are motivated by potential economic returns, others want to take engaging classes, and others still would like opportunities to help people in their jobs. But how do these preferences map onto students' actual major choices? This question is particularly intriguing in light of gender differences in fields of study, as men and women may take divergent pathways in pursuit of the same outcome. Using data from the Pathways through College Study (N = 2,639), I show that men and women choose very different majors even when they cite the same major preferences--what I call gendered logics of major choice. In addition, I use earnings data from the American Community Survey to assess how these gendered logics of major choice may be associated with broader patterns of earnings inequality. I find that among men and women who have the same major preferences, men's major choices are tied to significantly higher prospective earnings than women's major choices. This finding demonstrates that the ways men and women translate their preferences into majors are unequal from an earnings perspective. Implications for research on higher education and gender are discussed.