This study compared the relationship between learning style preferences and learner success of students in an online graduate level instructional design course with an equivalent face-to-face course. Comparisons included motivation maintenance, task engagement, and cognitive controls. Results revealed significant relationships between preferences and course success on five constructs for the face-to-face students and no significant relationships for the online students. Overall, the findings suggest that students can be equally successful in face-to-face and online environments regardless of learning style preferences. (Contains 10 references.) (Author/MES)