Military education is held to high standards for our servicemen and women. The purpose of this quantitative, comparative study was to determine if significant differences existed in learning styles relative to military experience as determined by learning in a serious game environment. Study results are expected to advance the state of research in game-based learning and Serious Games for military education. The emphasis is on applying and administering a proven instrument, a Student Course Experience Questionnaire by Yahr and Schimmel (2013) to the participant after playing a cyber security game that focuses on developing skills that are critical to addressing threats on the Internet. Ninety-eight participants agreed to take the survey. A total of 83 surveys were fully completed and submitted. A sample was drawn from a population with military and non-military experience in the United States. One research question and four hypotheses were formed and tested simultaneously with one multivariate analysis of variance (MANOVA). In the proposed study, the independent variable was the military experience, which was dichotomized (military experience versus no military experience). The four dependent variables, which addressed the four subscales on the Student Course Experience Questionnaire survey tool; concrete experience, reflective observation, abstract conceptualization, and active experimentation reflecting Kolb's Experiential Learning Theory. [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.]