Today’s higher education students are part of a generational cohort now commonly referred to as Generation Z (Gen Z), and it is not known the extent to which Gen Z’s will demonstrate similar preferences and decision-making behavior as those of previous generations. The purpose of this research study is to examine undergraduate marketing student preferences for various instructional methods. Gen Zs are perceived as pragmatic in nature, motivated to maximize the utility of their spending, burdened with student debt, and are the first generation to regard the physical and digital world as borderless. Our primary question is “how do Gen Z college students prefer to learn?” Faculty today have available to them an almost overwhelming number of options when it comes to instructional methods and how to design their courses. Advances in technology and events such as the Covid-19 pandemic has made distance learning not only viable and necessary, but for some learners even superior to traditional face-to-face delivery. Innovations in pedagogy have produced a variety of alternatives to traditional lecture-based teaching formats such as flipped classrooms, problem-based learning, the case method, and team based-learning. Indeed, the calls within marketing academia (e.g., Crittenden et al. 2019; Rohm et al. 2019) for faculty to innovate and embrace the digital world in order to properly prepare marketing students for the demands of the marketplace are compelling. Instructors also have numerous decisions to make on how to structure their courses, such as rigor, workload, and supplemental materials. College marketing student preference to six different instructional methods was determined using a choice-based conjoint analysis. Each instructional method was a significant determinant of students’ choice of a given class, but the six methods varied significantly in terms of their importance weights. Results of conjoint analysis indicate that the three most preferred drivers of student choice for a marketing class are (1) it employs a flipped classroom, (2) its class sessions are interactive and hands-on, rather than lecture-based and (3) it has a moderate, rather than a heavy workload.