New learning styles and careers demand new teaching pedagogies and technologies. Lecture/test, videos, online materials (video, PowerPoints, text, web searches); group projects, and homework may be used to a variety of effects. Different students learn in different ways and a variety of teaching methodologies may lift all students, at the least give them a more diverse skillset. Animal sciences teachers must also adapt to learning styles and technologies, however we should understand their effectiveness. To assess the effectiveness of various teaching technologies, we conducted a survey of animal sciences students over the course of 2 semesters and different grade levels to gain a qualitative assessment of perceptions and effectiveness of methods and technologies on student learning. The classes included Intro. Anim. Sci. (101); Comp. Anim. Nutrition (a university General Biology course open to all majors); AS 285, Rights and Welfare; AS 350, Anim. Reproduction and AS 464 Comp. Anim. Management, a university Capstone course (primarily AS majors with others). The approximately 200 students were more than 80% under 24 years of age, female, Caucasian, with an even distribution of grade levels. The students reported that lectures (with or without slides) and videos, pictures, or other media were their preferred methods of learning at 67 and 50%. In fall semester the percentage choosing lectures as their preferred methodology increased from 60 to 77% and videos decreased from 52 to 42%. When asked about the use of various teaching methods or technology, overwhelmingly 87 to 89% of students responded that in class lectures had the most positive effect on learning, while technologies such as clickers, interactive software, “flipped classroom” (students do work outside class and discuss/work in class) all were fairly neutral to slightly positive (25 to 40% “no effect” and 36 to 53% positive or very positive). Using on line search engines were a positive and very positive for 75% of the students. At this stage it may be concluded that students are most familiar and comfortable with in class lectures and on line searches but other technologies and methods are at least positively affecting learning.