Mathematics students at the community college level have continually experienced a relatively low achievement rate when compared to their performance in other subjects. Most of the instructional strategies encountered by these students consist of the lecture-discussion-demonstration format, with no allowances made for individual difference except academic background. This paper investigates the individual teaching and learning styles of students and instructors in the mathematics department at Manatee Junior College (Florida) in terms of discovering to what extent, if any, significant differences exist in teaching/learning styles. Canfield's "Teaching Styles Inventory" and "Learning Styles Inventory," which each yield a numerical score on 17 distinct teaching/learning style preferences, were administered to six mathematics instructors and a random sample of 575 students, respectively. A comparative analysis of the learning styles scores was made on three partitions of the random sample: total sample according to final grade; according to instructor; and according to course. Results indicated that the "Learning Styles Inventory" measured uniform patterns whenever the comparison groups were considered independently. A comparison of the two inventories shows students with higher grades had learning styles more closely related to instructor teaching styles than students achieving lower grades. (Author/MB)