Research supports the effectiveness of matching instructional methods with student learning preferences (Dunn et al., 1995; Pascarella and Terenzini, 2005). Several challenges exist, however, for mathematics departments to design classroom learning experiences that allow students to learn mathematics and learn how to study math through their preferred learning styles. After a research overview, this article first focuses on a learning style inventory that lends itself to designing teaching and learning strategies for math; second, focuses on a departmental plan for expanding efforts to match instructional methods with learning preferences and for helping students design study strategies that work best for them; third, presents examples of redesigning learning style-based study strategies into classroom learning experiences. Departments that move forward with these suggestions will become student-centered math departments in which students will discover that they can learn mathematics and expand their career options.