The relationship of learning style and teaching style to student academic achievement was studied with nontraditional health professional students in credit-seeking educational efforts. Participants were 256 adult students in undergraduate and graduate health professional majors of allied health education, allied health research, and health administration. These students were in evening and weekend classes and at off-campus sites. Learning style was measured by the Canfield Learning Style Inventory, and the teaching style of the 18 instructors was measured by the Principles of Adult Learning Scale. Student achievement was indicated by the students' final course grade. Using analysis of covariance, it was found that in the area of learning style, achievement was greatest among those health professionals who expected to do well in an academic setting and who preferred the conditions of: a well-ordered classroom with a well-informed instructor; the content of working with numbers and logic; and the mode of direct experience. The greatest achievement was among students of teachers who practiced with slight modification the collaborative mode. Implications of the findings are considered. (SW)