The complementary nature of different teaching approaches in facilitating student learning is rarely discussed in the literature. This study compared diverse teaching approaches in soil science education to explore how a combination of instructional approaches can support student learning. Student perspectives on lectures, problem-based learning, and experiential learning in three upper-level university soil science courses were assessed through student enrolment data and survey responses. Results emphasize the benefits of integrating theory and practice and support the integration of concepts from soil physics, chemistry, and biology within individual courses. All respondents who took two or more courses indicated that the distinct teaching approaches and the integration of soil physics, chemistry, and biology within individual courses were beneficial to their learning. Lectures and problem-based learning were seen as pedagogically reciprocal, with theory supporting the application of knowledge for 75% students, while others noted that having the management course first provided context for learning additional theory. A subset of students (n = 9) indicated the relevance of the interdisciplinary nature of the courses for their current employment. Our findings suggest that combining knowledge-based and competency-based approaches may support both student learning and workforce demands and that diverse teaching approaches can work together to support student learning. The research outcomes call for fellow instructors to diverge from the dichotomy of passive and active learning and to consider the complementary nature of distinct teaching strategies.