Introduction: Dyslexia has been shown to affect the learning ability of individuals who experience difficulties in processing written information and developing effective study skills. Method: In the present study we assessed the relationship between dyslexia, the learning sensory modalities and educational characteristics in 20 dyslexic and 40 non-dyslexic Greek university students. The students' educational characteristics were evaluated through the Academic and Professional Profile Questionnaire. Their learning sensory modalities were identified using the Learning Preferences Test. Results: The results revealed that dyslexic students differ from their non-dyslexic peers in their preferred sensory learning style. Kinaesthetic learning was the most favoured by the dyslexic students, while the non-dyslexic students favoured visual learning. Dyslexic students rated themselves academically worse and less competent in written work than their non-dyslexic peers at school. Correlations were found between sensory learning preferences and certain educational characteristics. Discussion: The results of the present study are discussed in the light of dyslexia, learning style theory and quality of teaching and learning. (Contains 2 tables and 1 figure.)