The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing while listening. The purpose of the first condition was to determine subjects' preference for listening before writing or writing while listening prior to requiring each. Two repeated measures t tests revealed no significant difference in test scores between the second and third conditions and no significant difference in test scores between subjects' demonstrated preferred strategy and nonpreferred strategy. Results corroborate prior research suggesting that both may be viable strategies for melodic dictation, each offering unique benefits to aural memory and musical comprehension. Implications for high school and college aural skills instructors include the need to offer students options for dictation strategies and help them choose when and how to use them. Students who have tried multiple strategies in practice and considered their relative benefits might be better prepared to make wise decisions during dictation.