The present study investigates pre-business students' reaction to Activity Based Learning in a lower division core required course entitled Introduction to Global Business in the business curriculum at California State University Chico. The study investigates students' preference for Activity Based Learning in comparison to a more traditional lecture and exam format. It also investigates whether or not students' with perceived interests in different aspects of business have preferences for activities that focus on different types of processes. It further analyzes whether or not gender and class standing play a significant role in these dynamics. (Contains 11 tables and 2 footnotes.)