This study examines how students' cognitive styles are correlated with their attitudes toward online education and learning behaviors in online learning environments. The Group Embedded Figures Test (GEFT) and the attitude survey toward online instruction were administered to 104 students enrolled in various online courses at the University of Tennessee. The study findings revealed that students' cognitive styles were not significantly correlated with their attitudes and preference for instructional delivery modes while other factors such as previous online learning experience and computer competency were significantly correlated with students' learning outcomes and attitudes toward online instruction.