Decades of research spanning a range of educational domains have confirmed that students differ in their learning styles and that student performance is impacted by the degree of fit between these styles and the teaching and assessment methods deployed in courses (Allinson & Hayes, 1988; Cegielski, Hazen & Rainer, 2011; Drissi & Amirat, 2017; Honn & Ugrin, 2012; Visser, McChlery & Vreken, 2006.) In this study, the researchers investigate whether a capstone business course--designed to accommodate a diverse range of learning styles--can succeed in leveling the playing field, yielding results showing no significant differences in course grades as a function of students' learning styles. The second focus is examining the myth of bookish, nerdy accountants (Brighenti, 2010; Tuttle, 2016). The findings 'bust' the myth that more 'bookish' accounting and finance majors will earn higher course grades in a general business course. The paper concludes by noting some important implications of our study for future research and practice.