A review is provided of recent literature on learning styles and teaching styles, and the relationship between the two. First, a discussion of learning styles is presented, focusing on the cognitive, affective, and physiological aspects of the learning process and situation. Next, the paper addresses the issue of the development of individual cognitive style, stressing that teachers can influence style changes in students. In the next section, the relationship between teaching and learning style is addressed, indicating that instructors tend to prefer to teach the way they prefer to learn unless a conscious effort is made to do otherwise; that choice of teaching area seems to be somewhat dependent upon personal learning style; that left-brain oriented instructors tend to be more systematic, structured, and organized, while right-brain oriented instructors tend to be more flexible, group-oriented, and creative; and that teachers should understand their own teaching and learning styles to be able to modify their approach depending on the circumstances at hand. A brief overview of brain research with respect to learning styles is followed by a series of suggestions for teachers to help them recognize different aspects of learners. Next, research on the effectiveness and desirability of matching teaching and learning styles is reviewed. Concluding comments suggest that instructors make the instructional changes which allow students a better opportunity to learn and to be more responsible for their own learning. (AYC)