Introduction: The main objective of this study is to analyze the dimensions which underlie new university students' preferences for instructional methods, and how these preferences relate to their learning styles and motivational strategies. Method: The sample consisted of 158 students in their first year of teacher training at the University of Valencia (Spain). Learning style was evaluated using the Inventory of Learning Processes, motivational orientation through the Motivated Strategies for Learning Questionnaire, and preferences for instructional methods using a scale specifically designed for this study. Results: Results reveal three types of preferred methods--multidirectional, unidirectional and autonomous. Preferences for multidirectional and unidirectional methods were significantly greater than preferences for autonomous learning. Furthermore, the results show a significant relationship, though small in magnitude, between preference for instructional methods, learning style and motivational orientation toward learning. Likewise, we observed a significant relationship between preferences for multidirectional or unidirectional methods and elaborative processing, as well as an inverse relationship between a preference for the multidirectional method and fact retention. Conclusions: Intrinsic and extrinsic orientations toward learning are related to different preferences in instructional methods: preferences for unidirectional and autonomous methods are related to an internal attribution for academic success, while preferences for multidirectional methods are related to high expectations of self-efficacy for learning. (Contains 5 tables.)