The demand for privacy specialists is expected to increase, but there is a shortage of them to meet market demands. Certain ICT skills and competencies are required for professionals who develop, manage, and protect data that drive the digital world. The current study explores undergraduate students' attitude about different teaching strategies utilized in a newly developed course Privacy and personal data. A study using the revised Bloom's taxonomy and semantic differential measurement technique found that students were generally satisfied with course design and used teaching strategies. Students preferred the activity evaluation of cookie policies the most, thereby they grant the highest marks in five adjectives: useful, necessary, adequate, motivating, and facilitates the subject's learning outcomes. The most challenging activity for them was the creation of project tasks, while the most interesting was looking for examples of privacy breaches. Complex tasks were considered more challenging, but students showed slightly less motivation in solving them. [For the full proceedings, see ED665357.]