This study investigated the learning style preferences of Taiwanese junior college students of English-as-a-Second-Language (ESL) and student characteristics, language experience, and attitudes that appeared related to learning style preference. Subjects were approximately 1,000 EFL students in the first through third years of study at seven junior colleges. A questionnaire based on four learning style preferences (auditory, visual, kinesthetic/tactile, group/individual) was administered. Results indicate that female students expressed more willingness to adopt more learning styles than males, and showed higher willingness to learn, learning achievement, and better teacher-student relationships. Second-year students had a better self-concept and teacher student relationship than did third-year students. Learning willingness, achievement, and self-concept correlated better with earlier English language learning. Most students, even low achievers, had a good relationship with the teacher. The questionnaire, in Chinese, and response data analyses, in English, are appended. Contains 37 references. (MSE)