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This article examines the role of intuition and/or analysis cognitive styles and approaches to studying in business education. The Cognitive Style Index (CSI) and Revised Approaches to Studying Inventory (RASI) were administered to 222 American undergraduate business students. The authors found a relationship between analytic orientation and grade point average. Furthermore, the authors found a correlation between academic performance and higher scores on the Deep, Strategic, Metacognitive Awareness, and Academic Self-Confidence Scales of the RASI. Women adopted a more analytic style and scored higher on the Surface and Strategic Scales of the RASI. The authors discuss implications of these findings for management education.