This study explored the concordance between 70 third‐grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated statistically significant differences between female and male students’ perceptions of the intervention before implementation. In comparison to their male peers, female students rated the intervention more favorably, and the associations between preintervention and postintervention acceptability ratings were larger for female students. In addition, moderate to large associations were observed between female students writing productivity and their preintervention and postintervention acceptability ratings, whereas small to moderate associations were observed for male students. Implications and future research directions are discussed.