The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from educational psychology (learning style) and anthropology (culture). The literature review included interdisciplinary and rival theories to make the research useful for global practitioners. Technical discussion was minimized, focusing on the pedagogical implications of a generalized least squares regression model, which was statistically significant (r[squared] = 0.87; chi[superscript 2] = 0, df = 0, p less than 0.0001; n = 715). Four factors dominated the model in predicting higher multicultural student academic outcome: collectivist and risk-taking cultures, along with visual-input and active-processing learning styles. (Contains 2 tables and 2 figures.)