This research is based on the argument that there is a lack of research supporting the efficacy of the case method in achieving targeted course outcomes. Furthermore, there is a dearth of knowledge in the marketiovng discipline regarding the learning styles of its majors and if those learning styles relate effectively to how courses are taught. Examining these topics together as determinants of student learning experiences and course outcomes in business education begins to provide richer and more accurate insight into the relationships among course design, student learning styles, and course outcomes. This insight can be the basis for improving educational quality and student performance by better matching course design and student learning style in marketing courses. Research Background