As technology has evolved, the way individuals learn and the way instructors teach has changed. Despite the general consensus that learning styles and instructional preferences should be addressed in e-learning, there remains a gap in the research into how different styles might be correlated with certain instructional preferences to improve the e-learning experiences. As learning transforms from traditional to e-learning formats, new research is needed for an examination of the relationship between learning styles, instructional preferences and online course design. The purpose of this qualitative case study was to understand the perceptions of e-learning based on the learning styles of online graduate education students at a small Midwestern University. An invitation to participate was sent to 67 online graduate education students. Of the 67 students, 62 students agreed to participate. Learning style types and online instructional practices were examined through an online survey. Purposive sampling was used to identify 20 expert participants (six visual, five aural, four read/write, and five kinesthetic) within the larger sample and phone interviews were conducted to gain deeper understanding into the instructional practice preferences and insight into students' online learning experiences. Syllabi from online graduate education courses were examined to identify the instructional practices implemented. The data collected was triangulated and coded into patterns and themes. The result of the study indicated a relationship existed between instructional practice preferences and learning styles. A misalignment of the instructional practices implemented in online courses to the instructional preferences of the learners was also found. The study also indicated authentic instructional practices were preferred by online learners regardless of learning style type. It is recommended that online learners become aware of their preferred learning style type. As courses are redesigned, the use of a variety of instructional practices is recommended to meet the needs of all learners. Further research is recommended to confirm the findings of the study with a larger, more diverse sample population. This study's findings contribute to the continued research in learning style theories and the influence of selecting instructional practices used. This study also adds to the expanding use of qualitative methodology in educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]