This paper reports on a replication of a 1983 study investigating whether the Renzulli/Smith Learning Style Inventory (RSLSI) can identify the learning style differences of college undergraduates. The 65 item RSLSI assesses children's preferred learning styles in nine areas: projects, simulations, drill and recitation, peer teaching, discussion, teaching games, independent study, programmed instruction, and lecture. Administered to 150 sophomore and junior educational psychology students, RSLSI data were analyzed for reliability and for relationship with the independent variables sex and self-reported grade point average (GPA). Results indicate overall patterns consistent with the 1983 study findings: (1) females prefer to engage in more independent, individual learning activities and discussions than males; (2) high GPA students prefer lecture and peer teaching; and (3) low GPA students prefer lecture, teaching games, and peer teachings. Both high and low GPA students in the 1984 study showed a significant increase in preference for discussion and simulation over the 1983 population. Overall similarities support the utility of the RSLSI for assessing the learning preferences of college students. (BS)