Previous studies have found no correlation between general student performance (GPA, exam performance) and performance on computer-based simulations. Additionally, there have been only limited examinations of how student learning preferences affect their performance. This exploratory study found a correlation between exam performance and simulation performance. In other words, students who performed well by traditional standards (exams) also performed well on the simulation. In addition, better performing students had a higher preference for learning by reading. A negative correlation between student preference for working with others and both exam and simulation performance was found. Possible implications of these findings are that simulations may not provide an opportunity to demonstrate better performance for traditionally poorer performing students. In addition, better students performed better on simulations and exams and had a low preference for working with others.