The purpose of this study is to investigate the effects of scenario-based learning on scenario writing and comprehension skills of the pre-service teachers having different cognitive styles. The study was designed according to single group pretest-posttest experimental model. The study group consists of 52 students from the departments of pre-school teacher education and painting and arts teaching of the education faculty in Mugla University in 2008-2009 academic year. Two types of data collection tools were used in the present study. In order to determine the cognitive styles of the students (field-dependent/field-independent) The Group Embedded Figures Test (GEFT) was used and cognitive scenario texts about distance education were used to evaluate the cognitive scenario writing skills of the students. The findings of the study revealed that there is a significant difference between cognitive scenario generation skills and concept usage levels favoring the students having field-independent style. (Contains 8 tables and 2 figures.)