A study involving more than 300 students (in 15 courses at three two-year colleges) and their instructors was conducted during winter 1979 to determine if the interaction of preferred learning styles with preferred teaching styles can affect: (1) student achievement as measured by end-of-course grades and/or (2) student rating of instruction as measured by traditional rating instruments. Local researchers used a standardized packet of materials that included learning and instructional style inventories, student rating of instructor forms, and grade recording sheets. Collected data were used to determine scores representing the average of the absolute difference between student and instructor profiles based on 20 learning/teaching preferences. Study results, determined from a correlation coefficient matrix, revealed no statistically significant relationship between student-teacher differences and grade and/or rating of instruction. The data did, however, reveal that student preferences for organization and detail were positively related to grade and that independence was negatively related to grade. Preferences for inanimate content, listening, iconics, and direct experience were also related to grade. A profile of students by grade received indicated that "A students" tended to reject reading and accept listening and direct experience as preferred modes of learning. (JP)