Purpose: The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level. Design/methodology/approach: The study takes a qualitative approach to evaluating the short-term and long-term effects of a workshop on teaching and learning styles with regard to changing teachers' implicit beliefs and teaching practice. Findings: Fourteen months after a two-day workshop on learning and teaching styles, teachers' implicit beliefs about learning and teaching remain explicit and their teaching practice has changed towards a higher degree of differentiation as a result of the workshop. Practical implications: The paper demonstrates that it is possible to change experienced teachers' teaching practice to a higher degree of differentiation with a two-day workshop. Originality/value: The paper provides knowledge on how to change in-service teachers' implicit beliefs and how to affect their teaching practice to making use of of learning and teaching styles in their teaching practice. (Contains 3 figures.)