Learning styles are increasingly being integrated into computational-enhanced earning environments and a great deal of recent research work is taking place in this area. The purpose of this study was to examine the impact of the computational experiment approach, learning styles, epistemic beliefs, and engagement with the inquiry process on the learning performance of pre-service engineering students. The study used the Felder-Silverman learning style model (FSLSM), in order to provide information for the relation of FSLSM with the learning environment in order to examine whether the strength of learning styles has an effect on the students' learning performance in mismatched courses. Our objective was: a) to investigate whether students with a strong preference for a specific learning style have more difficulties in learning, if their learning style is not supported in the learning environment; b) if the methodology of the computational experiment has an impact on students independently of their learning style; and c) if the epistemological beliefs are related to different learning styles. The learning environment was based on the methodology of the computational experiment and applications were developed using the Easy Java Simulator software, while the inquiry based teaching and learning process was adopted. The questionnaire responses were gathered from 79 pre-service engineering students in a higher education institute in Greece. Results indicate that students with no preferred learning style have a better learning performance in mismatched courses.