The absence of autonomous learning models within food animal science curriculum prompted this research linking food quality theory to consumer selection. Six¬ty-two food animal science students participated in this study to determine if laboratory experience enhances academic performance, comprehension and aids in development of learner autonomy. Students were ran-domly selected to participate in either a lecture (control; n = 31) or a lecture and laboratory exercise (treatment; n = 31) involving both subjective and objective analy¬sis of pork loin chops. Eight correlations were found (P < 0.05) associating student analyses to objective mea-surements. Preference questionnaires indicated color was identified by students as a key meat quality cue, and is utilized during meat purchasing. Correlations between preference frequency and L*, a*, b* values for samples chosen based on color were -0.30, 0.06 and 0.05, respectively (P < 0.05). As lightness decreased sample preference increased, supporting lecture materi¬als. Laboratory participation did not affect pre-test/post-test score differences (P = 0.34). Although academic performance was not enhanced through participation in the laboratory exercise, correlation analysis of students’ subjective measurement of meat quality and objective instrument measurements suggested enhanced reten¬tion of lecture materials into the lab. These results support practical application of this model exposing stu¬dents to self-education methods employable beyond the scholastic setting. Based on this, further research into the effect of laboratory experiences on academic per¬formance and comprehension beyond the classroom is warranted.