This paper describes the results and implications of an investigation, based on dissonance theory, into attitude formation in introductory college science courses. The results of the study show that students who learned in ways they preferred registered a more positive attitude toward the course than did those who learned in ways they did not prefer. Course preference was not found to be related to achievement. Dissonance is experienced by students enrolled in a course in which they feel unsuccessful. Acquiring a negative attitude toward the course represents a natural move on a student's part to reduce dissonance by reducing the importance of achievement in the course. The paper adds that when students are provided with instructional experiences compatible with the manner in which they prefer to learn, dissonance is reduced, and course attitude is improved as the negative effects of achievement are somewhat counterbalanced. (GA)