The effectiveness of matching learning styles of community college students to similar teaching strategies in English and mathematics courses was investigated in relation to (1) academic success in courses; (2) attitudes toward the instructor and the course; and (3) attrition rate in courses. Five hypotheses were tested: students would have significantly higher grades; students would have significantly higher Florida State Wide Twelfth Grade Test (FTG) scores; teachers would be evaluated more positively; courses would receive higher ratings; and attrition rates would be lower. Major findings indicated no significant first order interaction effects between learning and teaching styles. However, there was a significant second order interaction effect on grades among learning style, teaching style, and course. Other interactions were found between teaching style and subject on teacher and course evaluations; among the course, teacher and course evaluations, and attrition rate; between learning style and FTG scores; and between sex and course grades. Some implications are that students may have an eclectic approach to learning; that teaching style is one factor to consider in interpreting teacher and course evaluations; and that a direct experience teaching style may reduce class attrition. (MH)