This article reports on the influence of three modalities used in three versions of instructional software designed for different learning styles. Students having visual, auditory, and kinesthetic learning styles are grouped and experimentally investigated through three different versions of the software. The results indicated that cognitive load (CL) perceptions of auditory learning style students were significantly higher than the visual and kinesthetic ones. The sources of the CL were generally perceived similarly in the groups. However, some senses by Auditory and Kinesthetic Group students were remarkable in terms of inducing CL. The study concludes with suggestions for practitioners and researchers.