This small, descriptive, pilot study addressed survey data from four levels of nursing students who had been taught to maximize their learning styles in a first-semester freshman success skills course. Bandura's Agency Theory supports the design. The hypothesis was that without reinforcing instruction, the students' recall and application of that knowledge would decrease as they progressed through the program. The hypothesis was not supported: the highest indicator for intentional application of personal learning style preference was the most frequent choice at every level of the program. Learning assistance professionals have unique opportunities to teach and reinforce students' academic success strategies. This study's outcomes support that effort in that the participants who were taught learning style strategies believed they retained and applied the information throughout all levels of their degree programs. (Contains 3 tables.)