A study was conducted to gather information on students participating in supplemental instruction (SI) at the University of Central Florida in spring 1997. Using Long's Personality Checklist, 163 SI students classified themselves as aggressive-independent (i.e., highly energetic, frank, and confrontational); aggressive-dependent (i.e., highly energetic, but apologetic when confronted); passive-independent (i.e., not energetic, but stubborn and strong-willed); or passive-dependent (i.e., not energetic and needing approval) and as phobic, compulsive, impulsive, or hysteric. Kolb's Learning Style Inventory was also administered to this group, with respondents classifying their cognitive styles as accommodator (i.e., leaders, risk-takers, and achievers); assimilator (i.e., planners, theorists, and analysts); diverger (i.e., creators, artistic, and sensitive); or converger (i.e., problem-solvers, deducers, and decision-makers). In addition, gender, ethnicity, and science/non-science status was determined for 1,013 SI students signing research consent forms. Findings included the following: (1) although the majority of SI students were White and female with aggressive-dependent personality styles, science students displayed assimilator and converger learning styles, while non-science students displayed accommodator learning styles; (2) Hispanics were the second largest ethnic group at 18.6%, with 42.1% identifying their learning style as assimilator and 26.3% as divergent; and (3) Black and Hispanic students showed the least inclination toward the converger learning style, while it was one of the main styles displayed by White students. Contains 17 references. (BCY)