This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning style preferences. Kolb's (1984) experiential learning theory guided the learning styles segmentation, and pedagogy effectiveness was assessed based on Biggs, Kember and Leung's (2001) Study Process Questionnaire. Student comments and instructor assessment supplemented the survey data. Congruent with motivation theory our empirical results indicate that increased autonomy and value co-creation in learning enhances student motivation and attitudes which lead to the use of more meaningful study strategies and greater perceived learning. Learning styles segmentation allow educators to better understand their students and help meet the heterogeneous learning and teaching style preferences by deploying course designs that allow value co-creation by both instructors and students.