This paper reports on findings from a three-year, Canadian federally funded research project entitled ?Education, Gender and Gaming? in which we documented the play practices of girls and boys playing console-based games. We show, in particular, how many of the presumptions and assumptions about ?girls playing games? simply do not hold over time, or given a particular context. We therefore attempt to show how our research practices and methodologies help to shape what we have thus far taken as ?evidence? or ?facts? about gender and illustrate how some of those presumptions might not necessarily hold over time or given different contexts.