The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on the perceived effectiveness of 21 learning activities was conducted. Results from the survey responses of 227 students at eight universities suggest that a high-investment strategy of catering intensively to learning style individual differences is not warranted. Rather, marketing educators can sufficiently meet the needs of students by providing a range of learning experiences that tap multiple learning modalities. Active learning pedagogies were seen as more effective. (Contains 5 tables and 1 figure.)