The relationship between students' learning styles and Internet use was studied in a college course in which technology was infused. The setting was a large multisection undergraduate education course on lifespan human development. The course was a traditional on-campus course in which technology was infused through an interactive course Web site, online substantive course material, and the use of online discussion rooms. All students were trained in the use of campus technology resources. The sample was approximately 300 undergraduate students, but only 139 students completed all 3 surveys over the course of the semester. Learning style was assessed through the Learning Style Inventory (D. Kolb, 1999), and measures of exposure to the Internet and computers and "Internet-focused style" were also administered. The study demonstrated that students preferred different styles when using the Internet than when learning in general. Regardless of their general learning style preferences, students moved toward more active dimension and mode styles when using the Internet. Previous research has suggested that a preference for an active learning style has a positive relationship with attitudes toward and performance on computer tasks. The results of the current study complement those findings. (Contains 3 tables and 19 references.) (SLD)