Students have different learning style strengths and preferences in the ways that they take in and process information. Some students tend to focus on facts, data, and algorithms; others are more comfortable with theories and mathematical models. Related to all of this and situated as the focus of this article is the fact that mathematics education in Turkey has many problems, including students' math anxiety and negative attitudes toward math, as well as a variety of student learning styles. Yet few studies have examined the learning and teaching of mathematics in Turkey. As such, this study focuses on the relationship among the learning styles, math anxieties, and math attitudes of the secondary school teacher training students. Examination of this relationship is needed for a higher-quality mathematics education. Participants included 408 students randomly chosen from four secondary school teacher training institutes during the first semester of the 2002-2003 academic year. Findings obtained from results of the research show that math anxiety and math attitude are efficient in predicting preferred learning styles of secondary school teacher students in learning mathematics. (Contains 5 tables.)