The influence of learning styles on achievement in hypertext was investigated. The learning styles of 21 female and 20 male subjects enrolled in an Introduction to Psychology class was assessed using the Learning Style Inventory (LSI) (D. Kolb, 1985). The LSI categorizes respondents into one of four learning styles based on their abilities in the four stages of the experiential learning cycle. Subjects were presented with a hypertext module from a Web-based Introduction to Psychology course and a printed version of the same module. Achievement was assessed with 4 20-question multiple choice quizzes, each composed of 10 factual and 10 conceptual questions. Two quizzes were presented for each condition; one set was presented immediately, and an alternate set was presented 7 days later. It was hypothesized that Assimilators and Convergers would score highest on all measures of achievement. However, a significant difference was found between Divergers, who scored highest, and Accommodators, who scored lowest. The results support previous research, which indicated that the benefits of hypertext are differentially distributed across learning styles. (Contains 1 table and 23 references.) (SLD)