This study was undertaken to determine how students in a written business communication course differ from one another in terms of their motivational orientation and in the learning strategies they use. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 44 students in two sections of a written business communication course. Cluster analysis was used in the statistical analysis of the data, and it revealed that students can be grouped according to their motivational orientation and by the nature of the learning strategies they use. Significant differences were found among students in the three motivational orientation groups and in the two learner groups. Having a better understanding of both the motivational orientation of students and the nature of the learning strategies they use will enable instructors to develop appropriate instructional experiences and intervention measures designed to enhance student achievement in written business communication courses. (Contains 5 tables and 2 footnotes.)