Paper presented at the Regional achievement in a nursing course in an integrated curriculum were studied. The theoretical framework was based on Kolb's model of experiential learning, which posited four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's Learning Style Inventory was used to assess preferences for these four learning modes. Student achievement in the following areas were measured: knowledge, recall, and comprehension of cognitive material (quizzes); and ability to analyze clinical situations and apply principles of the nursing process (clinical process papers). A quasi-experimental, within-subjects factorial design was employed with a descriptive survey technique. The sample consisted of 133 basic baccalaureate nursing students enrolled in a junior-year course. Differences in learning style preferences were demonstrated. Overall, nursing students scored lower on the reflective observation (RO) subscale. A low RO score may indicate less preference for association learning, concept learning, and problem solving. (SW)