This study seeks to identify the most suitable strategies to promote effective learning for construction management students and to boost instructors' knowledge concerning the choice of appropriate strategies. Twenty-two instructional strategies, identified through a comprehensive literature review, were assessed based on students' perceptions as determined by a questionnaire. Data from the returned valid questionnaires were examined and tested with exploratory factor analysis (EFA) and a structural equation model (SEM). The EFA extracted five strategies: web-enhanced instructional strategy, traditional learning instructional strategy, activity-based learning instructional strategy, relational learning instructional strategy, and student-centered learning instructional strategy. The results of the SEM show that student-centered strategies having the strongest standardized regression path coefficient of 0.93 were considered the most effective learning instructional strategies by the students. Based on the findings, institution administrators can channel the available resources to support strategies that are more effective than the others. Similarly, professors/teachers should adapt their teaching styles to strategies that are more effective and reconsider those with less effectiveness.