This study examines the role of cognitive styles as they pertain to the learning of mathematics. Selected dimensions of cognitive style relevant to the learning of mathematics by two-year college students are identified and a resulting profile of cognitive style dimensions is analyzed in relation to mathematics achievement, aptitude, and attitude. In addition to specific conclusions offered for the three investigative questions posed in the problem statement, several general conclusions were suggested. Cognitive style appears to be related to learning mathematics at the two-year college level. Of the eight cognitive style dimensions investigated, three were related to the mathematics criterion variables (achievement and aptitude) in the correlative and predictive phases of the study. Three other dimensions were influential in the phase that the differential role played by cognitive style. (Author/MK)