The high mobility, institutional status, and programmatic shifts experienced by women pedagogues over a century of activity (roughly 1890 to 1990) make it challenging to trace the influence they exerted over their institutions. Evidence of their contributions often lies between or outside the bounds of traditional information spaces, or it presents too nuanced a combination of factors to be quickly understood. In the absence of women’s published or publicly circulating texts, how else can rhetorical historians recover the reach of their pedagogical activity in the interstices of usual spaces? Moreover, what can interstitial recovery teach us about disciplinary histories and our evolving assumptions of what topics and themes are central to Rhetoric and Composition? The Linked Women Pedagogues Project (LWP) answers both questions by tracing women’s intellectual influence through the migration of people, motives, texts, curriculum, and ephemera—all as reflected in institutional and archival metadata and in the ways that researchers take up or historicize that metadata.