This paper is concerned with "match-mismatch" problems. In particular it seeks to match students' questioning to different modes of teaching in undergraduate chemistry. Kolb's theory of experiential learning is used to bridge between learners' questioning and teaching formats. Three case studies illuminate both sets of characteristics, the preferences that students have for asking questions and for different formats of teaching. The aim is to establish relations between the capacity of learners to generate and formulate questions and different organizations of teaching, including traditional approaches and some innovations. This study concludes that different learners with diverse learning styles have dissimilar preferences as to teaching strategies. It is observed that students with distinct learning styles have particular questioning behaviors. On the other hand, distinct teaching strategies also lead students to ask different types of questions. The results underline the need for teachers to use a variety of teaching strategies, so that they are likely to make connections with all students, and to stimulate questioning in a variety of ways. (Contains 2 figures and 1 table.) [Funding for this article was provided by Fundacao para a Ciencia e Tecnologia.]