Higher education is one of the last institutions of learning to embrace the challenge of learner diversity that exists everywhere today (Dunn & Griggs, 2000; Rowley, Lujan, Dolence, 1998). This investigation explored the relationships between perceived preferred instructional strategies and student learning styles of learning-style aware instructors and their students. Upon initial review, the results of this investigation revealed that the perceptions of learning-style aware instructors and their students were that teaching styles essentially were accommodating diverse learning styles to a significant extent. As a whole group, both instructors (75%) and students (83%) were satisfied. However, individual classes revealed a more telling picture. There was noticeable variation among and between the classes. Instructors (n = 54) completed an Instructional-Strategies Survey (ISS) (Novogrodsky, 2001) and a Preferred Student Learning-Style Profile (PSLSP) (Novogrodsky, 2001). These instruments were adapted from the Dunn and Dunn Teaching Style Inventory (Dunn & Dunn, 1993) and Dunn and Dunn Learning-Style Model (Dunn & Dunn 1977). They identified which strategies instructors used to deliver course content and the type of student those instructors preferred to teach. Students (n = 1519) completed an Instructional-Strategies Preference Survey (ISPS) (Novogrodsky, 2001) and the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1996). The ISPS (2001) indicated which instructional strategies students preferred instructors to use while learning the course content. The PEPS identified the learning-style preferences of students according to the elements of the Dunn and Dunn Learning-Style Model (Dunn & Dunn, 1977). When the data were combined, the total sample revealed a significant relationship between the perceptions of the instructors and students. Both groups indicated that they were satisfied with the way instruction was accommodating learning-style diversity within a class (r(49) = 0.31. p less than 0.05). When each element was considered, comparisons revealed five significant relationships between the two groups for the learning-style elements of design F(2,44) = 4.23, p = 0.02, sociological preferences F(2,45) = 8.35, p = 0.001, authority figure present F(2,45) = 8.52, p = 0.001, learning in several ways F(2,45) = 9.73, p = 0.000, and intake F(2,45) = 5.94, p = 0.005. Only the instructors' preference for, and students' need for, structure approached a level to be significant as a learning preference. The instructional-strategies surveys considered the teaching methods used by learning-style aware instructors and desired by their students. Comparisons between the two groups revealed significance variation from instructors' instructional practices and the preferences of their students for Teaching Methods (t(40) = -2.11, p = 0.04) and Teaching Environment (t(44) = -3.54, p = 0.001). These significance tests represented small to moderate effect sizes. [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.]