While marketing professors are increasingly being asked to teach internationally, little is known about global students’ perceptions of how various instructional activities influence their learning experience. Consequently, marketing professors may be unsure which educational activities to incorporate into their overseas courses. This study investigates how various educational tools affect MBA students’perception of overall learning through a survey administered in an international marketing class in the People’s Republic of China, the United Kingdom, and the United States. Findings reveal that students have differing opinions, by country, on the impact of these instructional activities. Pedagogical ideas are provided to help instructors maximize teaching effectiveness in global locations.
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