This article analyzes the relationship between learning styles and preferences for developing value co-creation practices in the teaching-learning processes in MBA students. For the collection of information, a questionnaire was applied that measures the dimensions of learning, as well as elements related to co-creative environments and the predisposition to co-create. Among the main results, it was found that students prefer the convergent learning style, with no significant differences based on gender, age or undergraduate education. Likewise, it was found that co-creative environments and class discussions are the practices that have a greater acceptance by the students, being cognitive experiences the main motivators for a student to show a predisposition to collaborate. Gender and undergraduate education have no influence on the predilection for a co-creative environment, showing that only age shows a certain tendency to influence some of the results. Regarding the relationship between learning styles and co-creative environments, it was found that there is no relationship between these two elements, although the existence of a relationship between these environments and the predisposition to co-create is recognized. The relevance of this study lies in the fact that it can be applied as a guide for teachers and students to collaborate jointly in the teaching-learning processes according to their profiles, considering their preferences towards the co-creation of value related to educational services.