Two studies of student performance on multiple-choice examinations in a large-lecture introductory management course are reported. Study 1 used focus groups to isolate potentially meaningful patterns differentiating high and low performers. Study 2 used discriminant analysis to further examine these patterns. Results indicate that students' undergraduate majors, selected study habits, process variables, and learning styles all make a difference in their examination performance. The findings regarding study habits suggest a number of specific guidelines to help students better prepare for large-lecture multiple-choice examinations. The findings overall raise a number of additional questions worthy of further research and instructional consideration.