The purpose of this study was to determine whether existing instrumentation is capable of identifying learning style differences within and among college students. Focusing upon methodology, rather than processing, the Renzulli/Smith Learning Style Inventory (RSLI) was administered to 115 sophomores and juniors. The RSLSI was developed to assess the preferences of children for nine teaching methods: projects, simulations, drill and recitation, peer teaching, discussion, teaching games, independent study, programmed instruction, and lecture. It was previously validated with seventh- and eighth-grade students. The majority of the college students in this study showed high preferences for peer teaching, discussion, teaching games, programmed instruction, and lecture. Females tended to prefer teaching games and programmed instruction more than males. More average students preferred discussion than high-achieving students. More students from large schools preferred discussion than students from small schools. Areas for further research are outlined. (BW)