Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate business capstone course.The faculty members as well as students in the control and experimental groups completed Kolb's Learning Style Inventory. Research data revealed that the learning styles of the three member faculty team influenced student perception of course material and their overall level of satisfaction. This study suggests that the diversity of faculty learning styles present in the classroom provides a common connection with groups of students with the same or similar learning style which enhances the learning environment. In addition, the highly collaborative team teaching model created an environment of cohesion and commitment among the faculty members.