Different courses require different types of skills by students. The objective was to investigate the relationship between 2 types of students’ personal skills and their performance as measured by course grade. The population consisted of 55 students in 2 animal science courses (Animal Reproduction and Animal Products) at the University of Idaho. A 20-question survey was used to assess an individual’s delivery skills (planning, attention to detail, implementing, and self-discipline) and discovery skills (questioning, observing, networking, and experimenting). Discovery and delivery types were measured (scale of 0 to 50) and based on the score, the skill scores for each type were categorized into 3 levels: high (H; 43–50), moderate (M, 33–42), or low (L; ≤ 32). Data were analyzed using ANOVA. The model tested the effects of skill level, course, and their interaction. There was no interaction between course type and skill level. There was a moderate association between delivery skills and exam scores (r² = 0.4, P < 0.01). However, overall delivery skill level influenced (P < 0.01) the total exams grades. Grades were 88.1 ± 3.1, 79.5 ± 2.3, and 71.5 ± 3.6 for H, M, and L delivery skill, respectively. Discovery skills and exam scores had little association (r² = 0.1, P > 0.5). Discovery skill level did not influence (P > 0.2) the total exam scores. Grades were 87.8 ± 5.1, 78.6 ± 2.1, and 82.1 ± 3.1 for H, M, and L discovery skills, respectively. Overall, when exam scores of delivery skills were compared, students with H delivery skill earned the highest grades, whereas discovery skills had little influence on exam scores in these 2 courses. Students with high levels of Delivery skills tend to excel at planning, attention to detail, executing, and self-discipline. If course content is structured for memorization and fact acquisition, then instructors are encouraged to help students develop delivery skills. If course content requires exploration and innovation, then instructors should encourage discovery skills (like questioning, networking and experimenting), and provide feedback on these skills using course grades and assignments.