This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student's cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed.