The direction of university courses is often guided by the results of traditional Likert scale student evaluations. Most of these focus on instructors' characteristics and frequently do not provide useful insights into students' learning preferences or feedback regarding specific activities and projects in the courses. This study, carried out in a Midwestern U.S. university, reports the use of Q methodology to capture students' views of 35 activities in a graduate TESOL (Teaching English to Speakers of Other Languages) Methods course as to which were most helpful and least helpful to learning course content. During the last class of the semester 19 students carried out Q sorts about different aspects of the methods course. Factor analysis showed how participants grouped onto 3 factors, expressing 3 unique views on how helpful the 35 different course activities were to their learning. The majority of the students were "group-centered learners" who learned best through various face-to-face interactions with classmates. Two were "self-centered learners" who learned best by working independently, then receiving feedback. One learned best through the course's online activities. Analysis of students' different views helped researchers determine whether to redesign various aspects of the course to meet different learning preferences.