In the education system, many educators find it difficult to differentiate the lessons for their students as they lack the strategies to do so. The purpose of this study is to determine if a correlation exists between video game genres and learning style preferences. The framework that this study uses is the cognitive behavioral theoretical framework. The quantitative research that guides the study is relationship between a person's learning style preference and that of an individual's preferred genre of video game. A VARK Survey was implemented to collect data the second half of the data collect process was the different video game genres people play. The data collected was to see what learning style preference a person has and what video game genre they preferred to play. The data was analyzed using the Chi-square test of independence. For most video game genres and learning style preferences there was no correlation. The two correlations that were identified as being significant could not reject the null hypothesis due to the number of responses being so low there is no external validity for them. Teachers, administration, and workshop educators they may benefit by learning how to integrate the mechanics of video game genres to gain the skills to differentiate the lessons for their students. Teachers will also have better strategies on how to teach virtually as well. Students may benefit from a better education and have a better retention of content being taught. Game developers can collaborate with teachers and educators to create appropriate video games for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]