Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. A combination of student knowledge, student beliefs, and positive student experiences with active over traditional methods predicted 72.5% (R[superscript 2] = 0.725, p = <0.001) of the variance of student preferences for active methods. When students have clarity about the expectations of active learning methods, how they benefit their learning, believe they are responsible for learning and take the initiative, and perceive a positive experience, they prefer active methods over traditional methods. The results inform health professional education programs with recommendations that influence pedagogical change to support faculty and prepare students for clinical practice, higher-order thinking skills, and workforce expectations.