In order to be more competitive in the global marketplace, China has adopted a long-term plan to reform their higher education system. One specific aim of this plan is to facilitate the achievement of China's goal of building a world-class market-driven economy through the development of an adequate supply of MBA-trained professional managers to lead their organizations. This case study presents an exploratory and descriptive research approach to assess the effects of an instructional delivery scenario in which concrescent conversation was used as a communication tool to create a cooperative learning setting in a mainland Chinese MBA course. The Index of Learning Styles (ILS) model was used to determine the learning style preference of the Chinese students. The study also investigated the relation between a student's preferred learning style with gender and major (business, engineering, math, and science). Sensing-intuitive was the only ILS subscale with a significant difference across gender and major. Females exhibited a "moderate" preference for sensing learning while males exhibited a "mild" preference for sensing learning. Among majors, only business and engineering were significantly different from each other. Business majors tended to prefer the "moderate" sensing learning style and engineering majors indicated a preference for "mild" sequential learning style. Contrary to the literature on learning style differences attributed to specific cultural orientation, additional observations and results revealed that the Chinese MBA students accepted the instructional delivery scenario in which concrescent conversation was used to implement a student-centered learning setting.