Block (or intensive) teaching is used by many management schools, but the factors that drive students to choose (or avoid) block subjects are not well understood. This study analyses the factors which predict the choices of post-graduate business students between different teaching formats, based on a survey of students with varying experience with different teaching format and with post-graduate study. The results draw on a sample of 1089 students, with a response rate of 86.7%. The results show the limitations of previous research into block teaching, which has typically analysed students’ reactions to one subject in isolation, which may present a misleading impression of student preferences under typical study conditions. The results also show a typical patter of resistance to the block format by less experienced students, and increasing preference for block teaching as students become more familiar with the format. However for one financial course, and potentially for other subjects with a similar quantitative focus, student preference for block teaching remained low. Implications for block scheduling and for actions to address perceived disadvantages of the block method are addressed.