Students' approaches to learning, including "deep," "surface," or "strategic" methods, significantly impact their academic success and skill development. This study investigates the transition in learning approach preferences among marketing majors, comparing junior-level students beginning their upper-division business coursework with senior-level students completing their marketing capstone course. Results show that use of the strategic approach prevails in both groups, with a notable increase in engagement with deep learning over time and a decrease in reliance on surface approaches. Additionally, gender differences reveal that females prefer the strategic approach more strongly, particularly in the capstone course. Of the three learning approaches, the use of the strategic approach relates most positively with academic achievement satisfaction and the acquisition of sought-after, generic skills. This exploratory research fills a gap in the marketing education literature by examining the transition in learning-approach preferences over time. It underscores the importance of promoting strategic learning behaviors in curriculum and course delivery. Implementing strategies to cultivate strategic learning will aid students in achieving their academic performance and skill development objectives.