Based on the hypothesis that learning preferences tend to vary over cultures, this study compared and contrasted the learning approaches and learning styles between Chinese and American pre-service teachers in an attempt to know more about the learning/teaching landscapes in these two countries as "teachers teach the way they learned" [Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they...can they...be matched? "Educational Leadership," 36, 243, 238-244]. The results showed significant differences between the two groups in deep and surface-learning approaches as well as kinesthetic and visual learning styles. The underlying cultural backgrounds and social-economic factors accounting for the differences were discussed and the implications for teaching and learning enhancement in teacher education were explored.