Purpose: The purpose of this paper is to verify the existence of a gender unbalance regarding choice of quantitatively oriented masters' programs at a business school. The aim, further, is to analyze variables potentially affecting this unbalance: interest in quantitative matters, perceived competence regarding quantitative subjects and measures of quantitative knowledge. Design/methodology/approach: Empirical data was collected through a survey of 203 students at a Swedish business school. A measure of quantitative orientation was developed to assess the level of nine masters' programs at the school. A regression analysis was used to identify the impact of gender and the other explanatory variables. Findings: The results indicate that there is a gender unbalance: female students choose master programs perceived to be less quantitatively oriented. However, when studying gender together with level of interest, perceived competence and objective knowledge, the direct gender effect disappears. Instead, a strong positive effect of interest in quantitative matters emerges, as does an indirect effect of gender through the mediating variable level of interest. Practical implications: The dual importance of level of interest influences the pedagogical suggestions made. Interpersonal contact between teacher and student and use of technology are suggested to raise the level of interest. To reduce the indirect effect of gender through interest, a suggestion is made to work with stereotype threats. Originality/value: The paper addresses a topic of importance: the potential gender unbalance as regards qualitative orientation. It manages to nuance the picture of the importance of gender -- and through the introduction of level of interest suggests a productive path forward.