In recent years, researchers have shown an increased interest in learner styles as one of the key factors influencing learning generally. During the last decade we have also noticed rapid advances in the field of technology enhanced learning and growing trend towards its application in formal education. Introduction of different forms of e-learning (e.g. computer assisted learning, blended learning, massive online open courses (MOOCs), etc.) has become reality at most universities. The principal objective of the research presented in the study was to find out whether learning styles of students and the form of teaching generate interaction effects on their learning achievements. Grasha-Riechmann Student Learning Style Scales (GRSLSS) inventory was applied to define the learner styles of the sample subjects and pedagogical quasi experiment was conducted within the period of one semester. The research used a convenience sample of 81 fifth year university students (pre-service English language teachers) split into control (n = 55) and experimental (n = 27) groups. The results of a two-way analysis of variance (ANOVA) showed no significant findings. The results indicate that the learning styles and form of teaching have no effect on academic achievement.