Active learning strategies are a popular method in current classrooms and educational research. As diversity in the United States population, and likewise in the post-secondary classroom, continues to increase, educational studies should be reporting results in terms of student diversity. Many studies instead report active learning strategy results in terms of all students, ignoring any potential differences between students. The purpose of this quantitative study was to explore students' preferences, and perceived usefulness, of active learning strategies used in the community college classroom. Specifically, this study sought to discover any differences between groups of students in the following three categories: age, race, and whether they are native to the U.S. In addition, the study looked for a relationship between students' preferences and their perceived usefulness of active learning strategies. By highlighting the role of diversity in students' learning preferences, this study examined the relationship between different student characteristics and their perceptions of the use of active learning techniques in the community college classroom. Student perception data was collected at two community colleges using an electronic survey and analysis was completed, using a series of independent t-tests and a Pearson correlation. The findings show that some students do perceive the use of active learning strategies differently, as the study detected several significant differences, notably between Students of Color and White students in both preference and perceived usefulness and in terms of preference for students that are not native to the United States. A strong, positive relationship was detected between students' preference of and perceived usefulness of active learnings strategies. Finally, while students in this study overall preferred active learnings strategies to traditional learning strategies and reported them to be more useful, not all active learning strategies were rated highly and some traditional strategies, such as lecture, were rated more highly than other active learning strategies. The results suggest the need for educational studies to report students as distinct, diverse groups and for a more nuanced discussion of active and traditional learning strategies in terms of student preference and usefulness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]