The authors bring together two research streams in the literature that examine separately the effectiveness of using experiments in the principles classroom and the relationship between different personality types and student achievement. Using a sample of 255 principles of microeconomics students, 48 of whom were enrolled in sections that relied heavily on classroom experiments, they estimate the effectiveness of experimental teaching across personality types defined by the Myers-Briggs Type Indicator. Although students enrolled in the experimental sections generally outperformed students in lecture-oriented classes, the authors ask whether students with certain personality types (and corresponding learning styles) would have performed better under traditional pedagogy. The experimental approach appears to benefit, or be neutral with respect to, most personality types and learning styles. Some evidence indicates that students in the experimental classroom whose thinking tends to be more concrete and factual may not perform as well as more abstract thinkers. (Contains 4 tables and 12 endnotes.)