Selected learning modes preferred by students at the Department of Business at Tuskegee Institute were investigated. Separate questionnaires were designed for students and faculty, each of which contained four general modal categories (environmental, pictoral, symbolic, and verbal) and subcategories. The student questionnaire allowed students to rank their preferences for each learning mode on a five-point scale, while the faculty questionnaire allowed the faculty to respond with the amount of time spent offering each modal category, also through the five-point scale method. It was found that the learning modes most often preferred by students and offered by teachers included the use of laboratory work, motion picture/television, maps, charts, diagrams, audio recordings in class, discussion, small group work, printed material, text articles, and tutorial sessions. Students were neutral in their response to games, simulations, closed circuit television, programmed texts, and other reading material. The most often preferred learning mode and the least often offered by teachers included field trips, demonstrations, and role playing. The traditional lecture method was not preferred by students but was most often offered by teachers. A literature review, a bibliography, and sample student and faculty questionnaires are presented. (SW)