In this study, the mathematical problem-solving ability with ethnomathematics nuances of the marble game based on student learning styles has been examined. A qualitative methodology is used, with the research instruments being a learning style questionnaire, a problem-solving ability test, and interviews based on problem-solving ability indicators. The subjects of this study were 28 grade 7 students in Surakarta City. Students were given a learning style questionnaire, and then 9 students were selected through purposive sampling to conduct written tests and interviews. Based on the results of the study, it can be concluded that in the ability to solve mathematical problems with ethnomathematics nuances of the marble game, students with visual learning styles can fulfill three problem-solving indicators but are less able to fulfill the indicator of re-examining the solution obtained. Students with auditory learning styles can fulfill all problem-solving indicators well. Meanwhile, students with kinesthetic learning styles can fulfill three problem-solving indicators but cannot fulfill the indicator of checking back the answer. The results of this research have significant novelty in the field of ethnomathematics, specifically for basic algebra concepts and their applications in mathematics education.