This research is based on the fact that many lecturers have difficulty determining the proper strategy to improve learning outcomes in heterogeneous classes. This research aims to identify students' learning styles from the gender perspective and describe the related learning strategies to support the learning process. The method used in this study is the descriptive research design. Primary data were collected using questionnaires. The sample comprised 30 German students in the second semester (15 male and 15 female students), who were randomly selected. The results indicated that, overall, there was a correlation between learning styles, gender and learning outcomes. According to the research findings, it can be concluded that learning style and gender can contribute to the learning outcome, especially language skills of the students.