The aim of this Q-study was to identify and categorize learners' learning styles and preferences with regard to the incorporation of gamification-enhanced activities in a partially flipped gamified classroom during a Taiwan university eighteen week's Introduction to Marketing course. Q-methodology was used because it identifies assorted viewpoints subjectively and analyzes them statistically. Twenty-six students were surveyed and asked to rank thirty statements according to their perception of the teaching method used. A factor analysis and a correlation test were used to identify both the factors involved and the individuals with whom they were highly correlated. Three factors were identified: Factor A -- Engaged Achiever, Factor B -- Self-motived Explorer, and Factor C -- Interactive Designer, each of which represented participants with similar perceptions. These multiple learning styles and perspectives present both challenges and opportunities in business education.