The cognitive learning style is an indispensable variable in the composite of the teaching-learning process. Pedagogically, it can be useful if instructors explore what type of learners they are in addition to the mode of learning preference their students depict. This can bridge the gap between training and evaluating procedures. The study addresses the relationship between English instructors' learning styles and assessing the thinking levels suggested in Bloom's Taxonomy. A sample of 67 professors in both language/linguistics and literature was studied and samples of their tests were analyzed. A significant correlation between learning style and the prioritizing of the six learning objectives is found. Another result shows that 70% of literature instructors turn out to be assimilators and accommodators while 67.5% of language/linguistics ones prefer the diverger and converger modes. (Contains 4 tables.)