This research sought to determine if male and female preservice teachers differ in their preference for college level course learning activities and teaching methods. A cross sectional method of data collection was used with a total sample of 549 students, 113 males and 436 females. Females expressed a significantly higher preference than males for variables related to instructor and course organization. They also expressed higher preference for variables related to student-instructor rapport. Females preferred viewing films, asking questions, and holding review sessions. Males expressed a higher preference for giving oral reports and independent learning. Females held lower preference than males for true-false exam questions, but higher preference for workbooks and grading on the curve. The significance of these findings for teacher education programs is discussed. (JD)