Students in every nation of the world learn new and difficult material in ways that are often similar and, at the same time, different from the way other students of the same age, gender, race, religion, culture, and nationality prefer to learn. The purpose of this study was to identify and compare the preferred learning-style characteristics of German adolescents and to analyze their similarities and differences by age, gender, and academic achievement. The findings from this study related to three research questions: (a) there will be significant differences among the learning-style preferences of German thirteen-, fifteen-, and seventeen-year-old students; (b) there will be significant differences between the learning-style preferences of German male and female students; and (c) there will be significant differences among the learning-style preferences of academically different achieving German students as defined by placement within the four school types. Regarding the learning-style preferences of German thirteen-, fifteen-, and seventeen-year-old students, the results of this investigation indicated that nine of the twenty-two elements (light, temperature, persistence, authority-figure presence, tactual perceptual strength, intake, time of day, parent motivation, and teacher motivation) significantly discriminated among the three age groups. Based on the findings of this study, it can be concluded that thirteen-, fifteen-, and seventeen-year-old male and female gifted, high-, average-, and low-achieving adolescents in Germany revealed significantly different learning-style characteristics overall. (Contains 1 figure and 3 tables.)