This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive styles--"diverger" and "assimilator" are the dominant styles. This paper, therefore, focuses on two cases--one is a diverger and the other is an assimilator. The data show how engineering students from different dominant styles dealt with different subtasks, namely, note-taking, writing a story, and oral presentation under a "Story Telling Competition" task. A stimulated recall interview and a self-reflection form were used as the main research instruments to find out if there is any relationship among the three variables--cognitive styles, learning strategies and tasks. It was found that these three factors are interrelated; i.e. some strategies were used by the two students with different cognitive styles; whereas, some were used differently in order to complete different subtasks. The post-hoc analysis revealed the effect of students' language proficiency on their choice of strategies.