This study investigates the choice of students between lecture-based and team learning. Students were allocated to their preferred learning approach and subsequently followed their preferred method of pedagogy. The results show that team learning has as positive effect on academic learning outcomes without providing formal group rewards. In addition, both student groups are satisfied with their selected learning paths. Also, choice-based learning provides job satisfaction for the instructors of both learning paths. These results re-energize the ongoing discussion on why and how to engage students in learning activities. Implications for student learning, faculty members, and institutional policies are discussed.