It is commonly believed that learning styles are not really concerned with "what" learners learn, but rather "how" they prefer to learn and it is also an important factor for students' academic achievement and attitudes. The purpose of this study was to investigate the learning styles of pre-service teachers enrolled at elementary education department of Faculty of Education in Turkey. The sample consisted of six hundred six pre-service teachers from elementary science, mathematics and class teacher program. The Kolb's Learning Style Inventory was used to determine the pre-service teachers' learning styles as divergent, assimilator, convergent, and accommodator, and the information sheet for demographic factors such as gender, grade, program and age was used to collect information from participants. The data were analyzed by using frequency, percent value, mean scores, standard deviation, independent samples t-test and one-way ANOVA. The results show that (i) the dominant learning style among the pre-service teachers is divergent and it is followed by accommodator learning style, (ii) the learning style components did not significantly differ by gender in all three groups, except for Active Experimentation, (iii) the mean scores for Abstract Conceptualization (AC), Active Experimentation (AE) and AE-RO scores of pre-service science teachers were significantly different from class teachers, (iv) the grade level progresses, the mean scores of CE, AE, AC, AC-CE, and AE , and AE-RO also increases. (Contains 9 tables and 1 figure.)