Whether discovered through empirical study, personal refl ection, or the musing of an educator as we ponder why different students respond to the same material in various ways, a common statement in higher education is that students learn in different ways. As the diversity of students in our MBA classes and programs increases (Friga, Bettis, & Sullivan, 2003), one consequence is that we can expect the diversity of their approaches to learning to increase. Therefore, to create an environment that enhances sustained learning of all or even most MBA students, we must engage a wider variety of teaching methods and pedagogy than the typical curriculum contains (Kolb & Kolb, 2005; Vermunt, Chap. 12 in this volume). Yet, a commonly used practice is to design curricula and deliver courses with a ‘one size fi ts all’ assumption (Kolb, Boyatzis, & Mainemelis, 2001).