Many learners appear to approach learning in different yet reasonably consistent ways. The ability to recognize and take responsibility for these particular styles is an essential feature of efficient and effective planning and efficient and effective learning. Program planners can use knowledge about learning styles to develop programs that: (1) teach about learning styles; (2) model for the learner the implications of this knowledge; (3) provide learners with experiences that encourage the development of a wide variety of learning styles; and (4) do not disadvantage a particular learning style. This paper presents information about the learning profiles of 86 teacher education students using information gleaned from the Kolb Learning Style Inventory. According to Kolb, effective learners need ability in all of the following areas: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Student preferences for distinctive ways of learning were clearly shown--abstract conceptualization was the most commonly preferred. Conclusions are drawn from the data and implications for program planning that better match the needs of learners are provided. Diagrammatic representations as suggested by Kolb are included. (Contains 17 references.) (Author/LL)