A study on individual differences in problem solving approach and their relationships to various learning-related parameters was conducted with a random sample of 25 subjects enrolled in an introductory physics course utilizing instruction through audio-tutorial methods. The subjects received interviews consisting of four problems in energy conservation and simple harmonic motion to secure their intuitive and analytic approach rating results. Verbal and mathematical scholastic aptitude test scores, achievement scores, weekly time-consumption records in learning, and weekly and total learning efficiency scores were used to determine their relationships to data on rating. Statistical analyses showed the possibility of categorizing individual's problem solving approach using the intuitive and analytic dimensions as a basis. The individual with high intuitive and analytic ratings (Hi I - Hi A) is at a significant advantage, while the individual with Hi A and low intuitive ratings has low learning efficiency. Further research was recommended on the interactive effects of the analytic and intuitive dimensions on various instructional techniques. The desirability of gearing instructional regimes to individual differences was preferable. (CC)