This study examines the impact of tutorial engagement on Collaborative Preferences for Learning Mathematics (CPLM) in a tertiary context. A two-way mixed ANOVA analysed these preferences over a semester in a sample of undergraduate students. As expected, collaborative engagement had a significant main effect, with students who collaborated more reporting stronger preferences for working with their peers (higher CPLM). The absence of an interaction effect between the nature of tutorial engagement and time suggests CPLM differences remain stable. This may indicate that familiar modes of tutorial engagement may reinforce existing collaboration preferences.