We examine gender differences in learning style revealed by attitudinal response to participation in serious business games. Two hundred twenty undergraduate business students played The Marketing Game! and completed exit surveys soliciting their attitudes toward the game experience, as well as an inventory revealing learning styles. Results extend empirical support for previously developed female and male learner profiles to learning game participants. Results also indicate games to be a rather different experience across genders, though a positive learning experience for both. Pedagogical implications are discussed. •Female and male serious business game participants prefer to learn differently.•Female participants are accepting, feeling, receptive graspers of experience, and collaborative.•Male participants are logical, analytical, present-oriented graspers of experience, and competitive.•We find no gender differences on the transforming experience dimension of Kolb’s (1984) Experiential Learning Theory.•Though games are shown to be a rather different experience for females and males, it is a positive learning experience for both.