Previous research in our Action Learning Program demonstrated that although undergraduates preferred the Action Learning mode to the traditional lecture and discussion mode of instruction, they missed the familiar structure of the more traditional pedagogy. Consequently increased structure was implemented in both an undergraduate and graduate marketing course utilizing the Action Learning mode. Students' reactions to the modified courses were assessed. Although both undergraduate and graduate approval of these courses was high, the reasons for the approval were quite different. The undergraduates placed significant emphasis on the pedagogical issues while graduate students focused on skills they obtained in the course and the fact that the course related to their career/job. These results have had significant impact on the redesign of both courses.