The goal of this paper is to present the findings of a new research project on teacher candidates' learning style preferences and the implications thereof for their teaching styles. The researchers utilized two different learning-style assessment instruments based on Dunn and Dunn's learning style model--one paper and pencil and one online learning style assessment instrument to identify course participants' learning styles. Within the same institution of higher education, the learning style concept was introduced and operationalized in two different ways. Using a combination of quantitative and qualitative approaches, teacher candidates' individual and group learning style profiles and their reflections on their own learning and teaching styles are discussed.