The preferred learning styles of secondary business education students were studied, and whether a match existed between student preferences and the preferred teaching styles of their teachers was also investigated. Eight secondary business education teachers completed the Canfield Instructional Styles Inventory and administered the Canfield Learning Style Inventory to their students (n=232). Eighteen percent of the students indicated that the preferred learning style was independent, and three of the eight teachers noted that their preferred teaching style was independent. The preferred learning styles of other students were: (1) applied (15%); (2) independent/applied (13%); (3) conceptual (13%); (4) social/applied (10%); (5) neutral (10%); (6) social/conceptual (9%); (7) social (6%); and (8) independent/conceptual (6%). No statistically significant match was found between the preferred learning styles of any of the students sampled and their instructors preferred instructional styles, nor were there any statistically significant matches when the variables of race and gender were considered. Implications for instruction are discussed. (SLD)