This paper investigates the relationship between learning style and programming achievement in two paradigms: imperative and functional. An imperative language achieves its effect by changing the value of variables by means of assignment statements while functional languages rely on evaluation of expressions rather than side-effects. Learning style was measured by the Kolb Learning Style Inventory, and achievement was measured by programming course grades. Subjects were 32 undergraduate Computer Science students at Trinity University (Texas). General ability in programming proved much stronger an effect than learning style on success in programming courses. Success in one course highly correlated with success in the other, regardless of the language. Though difficult to discern from this larger effect, small effects from learning style were enough to suggest directions for further research. (Contains 23 references.) (AEF)