<p>This paper explores how graduate students perceive and respond to flexible assessment when granted the opportunity to choose their preferred format. The study was conducted over two years in an international marketing course and aimed to better understand student motivation, learning needs, and autonomy within diverse educational contexts. Guided by a learner-centred and constructivist framework, the research combined short surveys, group reflections, and in-depth interviews. Thematic analysis revealed four learner profiles—strategic minimalists, traditionalists, reflective learners, and transformative pathways—each reflecting different orientations towards effort, structure, and personal development. While most students experienced flexibility as empowering, others struggled with uncertainty. The findings suggest that flexible assessment supports ownership and sustainable learning but requires a clear structure to avoid overload. The study contributes to the discussion on authentic, socially relevant learning by offering practical and conceptual insights into how assessment design can address diversity and foster active engagement in higher education.</p>