The participants were 360 Canadian undergraduates. After receiving written scenarios involving a campus visitor seeking direction to a nearby destination (simple route) or a distant destination (complex route), they drew maps to that destination. The authors varied the visitor's gender, age, and familiarity with campus. They analyzed the content of the students' maps in terms of cardial indicators (compass grid, correct north-south orientation), landmarks, labeled buildings, directional arrows, and supplemental written directions. The men tended to provide more cartographically complete maps than the women, though there were no gender differences in use of landmarks or labeled buildings. The men were significantly more inclined than the women to take visitor characteristics into account, providing more complete maps to visitors navigating complex routes, to newcomers, and to older visitors who were unfamiliar with the campus. The men had more confidence that their maps would successfully lead visitors to their destinations. Route complexity led to greater use of landmarks, labeled buildings, and cardinal indicators. The participants' self-reported familiarity with campus had little effect on their direction giving, except for a greater use of labeled buildings in maps.