Purpose: This study investigated preferred learning and teaching styles of the "Z"-generation learners using Nigerian universities as a case. Design/methodology/approach: The visual, aural, read/write and kinesthetic (VARK) learning style model and the teaching method instrument were administered to 133 students' from private and public universities in Southeast Nigeria, and data collected were subjected to descriptive statistics and multivariate probit regression. Findings: The students' preferred learning styles were auditory (90.2%), visual (83.5%), tactile (82.7%) and social interpersonal (73.7%). The findings indicate high preference for lecture with discussion among students while the least preferred teaching style was peer tutoring. Gender, programme of study, parents' marital status, students' socioeconomic and type of university showed different significant levels of interaction with learning style preference. Practical implications: The results suggest that contemporary university teachers teach concepts using audio-visual media tools and lecture method combined with discussions to enhance students' learning experiences. Originality/value: Despite the numerous studies on learning and teaching styles preference among generations, the authors have not had until now any data examining the learning and teaching style preference of the "Z"-generation learner in the Nigerian context.