Fourty-four teacher education majors enrolled in a practicum entitled "Diagnosis and Remediation of Reading Disability" were matched with 44 tutees ranging from first to eighth grade. The preservice teachers were studied to determine the relationship of their learning style variables to their performance and their attitude toward the practicum, both in a simple correlation and in combination with their individual academic achievement and attitudes, and their tutee's intelligence. Several measurement instruments were used. No significant correlation was found between learning style variables and performance in a reading practicum. A positive correlation existed between attitude toward the practicum and the learning style variable of clear organization as a condition of learning. College sophomore grade point average (GPA) and two learning styles--listening as a mode of learning, and setting one's own goals as a condition of learning--were the most significant predictors of performance in the practicum. The most significant set of variables in predicting performance and attitude toward the practicum remained consistent when the tutee's intelligence and the teacher's college sophomore GPA and composite score on the American College Test were controlled. (JD)