To understand how learners of respective types respond to marketing games, a joint space generated by canonical correlation analysis is used to recreate Kolb's learning style-type plot and locate business students as points within it according to their learning style types. Two hundred twenty-three undergraduate students played The Marketing Game! and completed exit surveys soliciting their attitude toward the game experience and Kolb's learning styles inventory. Results indicate that marketing games offer all learners a positive experience. Such inclusiveness is achieved because students can frame the game experience to match their preferred learning styles. Pedagogical implications are discussed. (Contains 3 tables and 1 figure.)