This study sought to determine if preservice teachers hold different preferences for college-course learning activities at four levels of professional training. Subjects of the study were 549 students, ranging from freshmen through seniors in their undergraduate teacher preparation program. The Learning Preference Questionnaire asked the students to express their preference for course learning activities in six areas: (1) "in-class" learning activity area, concerning instructor-student behavior; (2) "out-of-class" activities, asking for preferences on such activities as library research and field trips; (3) "course examination," which asked about the types and number of examinations; (4) "course and instructor organization," asking about class schedules and instructors' planning and use of time; (5) "rapport," dealing with the importance of feelings between students and instructor; and (6) "grading systems," based on a fixed or group standard. An analysis of results offers insights into different levels in students' learning styles and suggests a way of improving the structure of college courses. (JD)