A summary is presented of research on learning and teaching styles in English as a Second Language, and of results of learning and teaching style preference surveys conducted at a Mexican university in 1989. The students surveyed demonstrated much more cognitive flexibility or willingness to learn through different cognitive modes than was expected. University of the Americas (UDLA) male teachers showed a strong preference for competitive teaching, but competitive learning styles were given the least preference by students. Neither UDLA students nor teachers showed a preference for impulsive learning or teaching. The majority of students felt they could learn well by employing any or all of the four perceptual modes: auditory, visual, kinesthetic, and tactile. It was concluded that: (1) style matching, while sometimes desirable, may be impractical on a large scale; (2) students could occasionally be grouped according to preferred learning styles; and (3) a special effort could be made to help students develop increased cognitive flexibility when they demonstrate that they are bound to only a few learning styles. Contains 28 references. (Author/GLR)