This short-form manuscript in an ongoing line of research reports the effects of three listening approaches on rhythmic dictation scores. Forty-three undergraduate music majors completed dictations under each of three conditions, after hearing orienting tempo clicks: (a) immediate listening, (b) pulse tapping, and (c) silent, equivalent interval. A one-way repeated measures analysis of variance revealed no significant difference in test scores, F(2, 84) = 0.341, p = 0.712, partial [eta][superscript 2] = 0.008, based on condition. Results suggest that physically tapping a pulse prior to dictation neither helped nor hindered students' success rates. Some students may find it beneficial, so aural skills teachers might consider introducing it as a strategy. However, once tried and practiced, students should be given the option to decline tapping. Teachers can help students discover their own best strategies for focused attention, short-term memory, understanding, and notation during dictation by guiding them through hands-on exploration of multiple options.