This study was conducted to test the effect of learning styles and instructional advisement on subjects' achievement test performance, frequency in viewing embedded, elaborated information, time on task, and frequency in receiving instructional advisement in a hypermedia instructional system. In the first of two sessions, a screening test was administered to assess the students' knowledge of the instructional topic to be covered, i.e., DNA and protein synthesis, and a learning style test was administered to determine the group assignment. In the second session, subjects were taught the topic using a hypermedia instructional program, and an achievement test was administered, as well as a survey of their attitudes toward the instruction and the hypermedia system. The experiment was a posttest-only control group design. The results of the study indicated that achievement test scores, time on task, and selection frequency in viewing embedded information were affected by the interaction of learning style and instructional strategy for neutral-learning subjects. Those who received the advisory version performed better, spent more time on task, and chose to view more information than neutral-learning subjects using the nonadvisory version. Passive-learning subjects who received the advisory version scored significantly higher on their achievement test than passive-learning subjects who had the nonadvisory version. The results of comparisons between active-learning and passive-learning subjects found that active learners spent significantly more time on task; chose to view embedded information significantly more often than passive learners; and tended to score higher on the achievement test. (BBM)