The way training is delivered in a corporate environment has a tremendous effect on its results. This study investigated the role of culture in the learning styles of adult French and American learners working in an international corporate setting. The assumption was that Americans prefer to learn from action-oriented methods and are more comfortable learning from activities that are not job related, such as role plays and games, than do their French counterparts who prefer to learn from job-related activities based on solid research. Kolb's learning style inventory, Hofstede's Culture in the Workplace questionnaire, and semi-informal interviews were selected to test the hypothesis that French and American learners do, in fact, differ significantly in their preferences for Learning activities. To test the hypotheses, a sample population of 150 French and 150 American adult respondents, all managers in multinational corporations who were taking part in corporate soft skills training, participated in the study. Results of the surveys and interviews showed that French and American managers have different learning styles, and that French managers have a greater tendency to be Assimilators and Divergers, whilst American managers TEND TO BE Convergers and Accommodators. These findings can help training providers to customize and adapt the design and delivery of their training programs so as to obtain faster, more impactful, and long-lasting learning outcomes. These findings suggest that companies can be reassured that their investment in training managers will yield results and that they can more easily trust providers. [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.]