University students may not always learn in ways that match those that professors use in their teaching. Third-year students at a small, mainly undergraduate, Canadian university showed a wide variety of approaches when tested with Kolb's (1976) Learning Style Inventory. Students in the Humanities were the most varied, and those in Health Science and Science tended to the practical Active Experimentation (learning by doing) approach. Those in the Sciences often used the data analysis based Strategy of Convergers, especially males, who lived up to their stereotype and seldom used the affective approach of Divergers. Professors' course outlines de-emphasized the Concrete Experience (sensing/feeling) Style and affective based Diverger Strategy far more than students, and often asked for the bottom-up objective evaluation of Reflective Observation, as exemplified by quantitative tests. For both genders and across four Faculties, the diversity of student approaches to learning was the most striking finding. (Contains 1 figure and 4 tables.)