This study investigated the relationships among environmental noise (i.e., location, type, and constancy) and graduate student preferred learning styles (visual-overhead transparencies, auditory-lecture, kinesthetic-activity), gender, and age differences. The participants were 43 graduate students, who were currently teachers with experience ranging from 5 to 30 years. Six were male, and 36 were female; 76.7% were White, and 16.3% were African American. Participants completed a survey and indicated their demographic factors, preferred learning styles, and environmental noise variables. Data were analyzed using the Statistical Package for the Social Sciences and inferential statistical procedures. The independent variables were environmental noise (location, type, and constancy) gender, and age, and the dependent variables were preferred learning styles. Results indicate that graduate students enrolled in teacher education courses preferred auditory-visual and kinesthetic activities. There were no significant differences among noise, gender, or age and preferred learning style. Limitations and implications for future research are discussed. (Contains 11 tables and 11 references.) (Author/SLD)